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State  Teachers  College 

BULLETIN 


SERIES  xx 


JUNE,  1920 


NUMBER  3 


II 


Educational  Tests  and 
Measurements 


MARVIN   F.IBEESON,    PH.  D.         \  •* 


ll 


!JS 


RESEARCH  BULLETIN 

No.   7 


Published  Monthly  by  State  Teachers  College,  Greeley,  Colorado 

Entered  as  Second-Class  Matter  at  the  Postoffice  at  Greeley,  Colorado, 

under  the  Act  of  August  24,  1912 


vV 


STANDARDIZED  EDUCATIONAL  TESTS 

AND  ^MEASUREMENTS  AVAILABLE  FOR  THE 

'ELEMENTARY  SCHOOL  SUBJECTS 


Marvin  F.  Beeson,  Ph.D. 
Professor  of  Educational  Psychology 


FOREWORD 

The  literature  and  materials  of  standardized  educational  tests  are  in- 
creasing so  rapidly  and  becoming  so  abundant  that  it  is  difficult  for  the 
teacher  or  supervisor  to  find  his  way  through  the  maze.  Hence  the  purpose 
of  this  bulletin  is  to.  place  in  the  hands  of  school  superintendents,  principals 
and  teachers  a  brief  statement  of  the  nature  of  the  scales,  tests  and  measure- 
ments now  available  for  the  elementary  school  subjects,  with  the  available 
references  on  each  test  and  a  general  selected  bibliography  on  the  tests  for 
each  subject.  It  was  the  original  intention  of  the  writer  to  add  another  division 
to  this  bulletin  setting  forth  the  purpose  and  value  of  educational  tests  and 
measurements.  Owing  to  the  lack  of  space  that  part  has  been  omitted.  Most 
of  this  has  been  covered,  however,  in  another  bulletin  by  the  writer  on  "The 
Value  of  Standardized  Educational  Tests  to  the  Teacher,"  published  by  Colo- 
rado State  Teachers  College,  Greeley,  1920.  The  general  bibliography  at  the 
beginning  of  this  bulletin  is  also  added  to  aid  in  covering  this  deficiency. 

The  tests  most  widely  used  and  those  which  seem  to  be  the  most  promis- 
ing are   indicated  by  asterisks. 

The  author  wishes  to  express  his  indebtedness  to  Dr.  J.  D.  Heilman  and 
Mr.  E.  D.  Randolph  of  this  institution  for  helpful  suggestions. 

The  following  books  on  the  subject  have  been  consulted: 

Chapman  and  Rusk:  The  Scientific  Measurement  of  Classroom  Prod- 
ucts.   Silver,  Burdett  &  Co.,  New  York,  1917. 

Monroe,  De  Voss  and  Kelly:  Educational  Tests  and  Measurements. 
Houghton  Mifflin  Co.,  New  York  and  Chicago,   1917. 

Monroe,  W.  S. :  Measuring  the  Results  of  Teaching.  Houghton  Mifflin 
Co.,  New  York  and  Chicago,  1918. 

National  Society  for  the  Study  of  Education,  Seventeenth  Yearbook, 
Part  II — The  Measurement  of  Educational  Products.  Public  School 
Publishing  Co.,  Bloomington,  Illinois,   1918. 

Starch,  D. :  Educational  Measurements.    Macmillan  Co.,  1916. 

The  most  complete  bibliographies  on  the  subject  are  the  one  by  Edna 
Bryner,  included  in  the  Seventeenth  Yearbook  of  the  National  Society  for  the 
Study  of  Education,  and  the  Library  Leaflet  No.  2,  April,  1919,  Bureau  of 
Education,  Washington,  D.  C. 

MARVIN  F.  BEESON.     - 

Greeley,  Colorado,  May,  1920.  ' 


448S98 


SELECTED    GENERAL   BIBLIOGRAPHY    ON 
STANDARDIZED  EDUCATIONAL  TESTS  AND  MEASUREMENTS 

Bachman,  F.  P.— Subject   Matter  Standards.    Sch.   &   Soc.   10:    Oct.   11,   1919, 

411-416. 
Bachman,  F.  P.— Teaching  Standards.    Sch.  &  Soc.  10:   Oct.  18,  1919,  454-457. 
Buckner,  C.  A. — Educational  Diagnosis  of  Individual  Pupils.   Columbia  Contrib. 

to  Ed.  No.  98.    New  York,  Columbia  University,  1919. 
Beeson,  M.  F. — The  Value  of  Standardized  Educational  Tests  to  the  Teacher. 

Colorado    State    Teachers   College    Bulletin,    Feb.,    1920,    Greeley. 
Courtis,  S.  A.,  and  Packer,  P.  C. — Educational  Research.    Jr.  Ed.  Research  1: 

Jan.,  1920,  5-19. 
Douglass,    Some    Uses    and    Limitations    of    the    Standard    Educational    Test. 

Ed.  Admin.  &  Super.,  Dec,  1919,  475-490. 
Frasier,  G.  W. — Educational  Measurements.    Am.  Sch.  Bd.  Jr.  60:   Jan.,   1920, 

23-24. 
Gray,  W.  S. — The  Use  of  Tests   in   Improving  Instruction.    El.   Sch.  Jr.   19: 

1918,  121-142. 
Hanmon,  V.  A.  C. — Improvement  in  School  Subjects  Throughout   the   School 

Year.   Jr.  Ed.  Research  1:  Feb.,  1920,  81-95. 
Heck,  W.  H. — Comparative  Tests  of  Home  Work  and  School  Work.    Jr.  Ed. 

Ps.    10:    1919,    153-162. 
Jordan,  R.  H. — The  Use  of  Tests  and  Scales  as  Supervisory  Instruments.    Jr. 

Ed.  90:    Sept.,  18,   1919,  255-256. 
Kallom,  A.  W. — The  Importance  of  Diagnosis  in  Educational  Measurements. 

Jr.  Ed.  Ps.  10:   1919,  1-12. 
Kruse,  P.  J. — Overlapping  in  Certain  Grades.    Columbia  Contrib.  to  Ed.  No.  92, 

New  York,  Columbia  University,    1918,   pp.   91. 
Landsittel,  A.  F.  C. — Score  Card  Method  of  Teacher  Rating.    Ed.  Admin.   & 

Super.  4:   1918,  297-309. 
Lane,   H.    A. — Standard   Tests    as    an   Aid    to    Supervision.     El.    Sch.   Jr.    15: 

March,  1915,  378-386. 
Monroe,  W.  S. — Improvement  of  Instruction  Through  the  Use  of  Educational 

Tests.    Jr.  Ed.  Research  1:    Feb.,  1920,  96-102. 
North  Carolina,  University  of — Comparative  Results  of  a   Statewide  Use  of 

Standard   Tests   and  Measurements,    1918.    pp.   24. 
Patri,  A. — Educational  Measurements.    Sch.  &  Home   (Ethical  Culture  School, 

New  York  City),  Fall,  1919,  13-17. 
Rogers,    Agnes    L. — The    Scope    and    Significance    of    Measurement    in    Early 

Elementary   Education.    Kindergarten-Primary   Magazine   32:    Oct.,    191Q, 

40-44. 
Reeder,  J.   C— The  Geneseo   Scale  of  Qualities.    El.   Sch.  Jr.   20:    Dec,   1919, 

292-296. 
Smith,  E.  R. — Scales  for  the  Study  of  Children's  Characteristics.    The  Math. 

Teh.   12:    1919,  10-16. 
Smith,   L.   O. — Measuring   the   Efficiency   of   Schools.    Nebraska    Teacher   22: 

Jan.  1920,  218-221. 
Stoops — The  Use  of  Score  Cards  for  Judging  Text-Books.    Am.  Sch.  Bd.  Jr. 

1918   21-22   56-57 
Swift,  G.'  C— Standard  Tests  for  Teachers'  Use.    Sch.  &  Soc.  8:   1918,  117-118. 
Twiss,  G.  R. — A  Plan  for  Rating  the  Teachers  in  a  School  System.   Sch.  &  Soc. 

9:   918,  749-756. 
Van  Wagenen,  M.  J. — Educational  Tests  and  Scales:   Their  Origin.    Sch.  Ed. 

39,  Oct.,  1919,  44,  46-47. 
Waldron,  J. — Standards  or  Tests  by  which  the  Superintendent  May  Judge  of 

the  Efficiency  of  His  Schools.    Catholic  Ed.  Rev.  18:  March,  1920,  153-163. 
Wilson,   G.   M.— The   Proper   Content   of   a   Standard   Test.    El.   Sch.   Jr.    19: 

1918,  375-381. 
Woody — The  Teaching  of  Educational  Measurements.    Ed.  Admin.   &   Super. 

5:    1919,  7-14. 
Zerbe,  J.  L. — Personal  Judgments  as  a  Factor  in  Grading.    Sch.  Sci.  &  Math. 

18:    1918,  405-417. 


» 


I— SPELLING 

SPELLING,  1897 

It  is  significant  that  the  tests  for  spelling  were  the  first  ones  devised.  It 
is  one  of  the  most  definite  of  the  elementary  school  branches.  The  words  are 
usually  either  entirely  right  or  wholly  wrong.  The  methods  of  testing  the 
subject  readily  suggest  themselves.  The  spelling  lists  and  the  conditions  are 
easily  standardized.  The  administration  of  the  tests  is  usually  very  simple 
and  the  results  easily  scored. 

In  general  there  are,  with  respect  to  the  method  of  administering  the 
tests,  two  kinds  of  spelling  tests:  those  in  which  the  words  are  dictated  in 
isolated  lists,  and  thftse  in  which  the  words  are  put  in  sentences  and  the 
sentences  dictated.  Furthermore,  the  sentences  may  be  dictated  so  as  to  allow 
the  children  as  much  time  as  they  desire  for  writing  them,  or  they  may  be 
timed  so  that  the  children  will  be  forced  to  write  at  the  normal  rate  of 
writing  for  Iheir  grade,  as  determined  by  standardized  tests  in  writing.  This 
latter  method  seems  to  be  the  more  natural,  since  the  pupils  are  then  applying 
their  knowledge  of  spelling  as  they  usually  have  occasion  to  use  it,  that  is, 
in  writing  at  a  normal  rate  of  speed,  without  the  attention  concentrated  upon 
the  spelling  of  certain  words.  The  words  constituting  the  spelling  test  are  not 
known  to  the  pupils,  so  that  attention  is  not  called  to  the  words  to  be 
spelled.  In  fact  it  is  possible  to  dictate  the  words  without  the  pupils'  knowing 
at  all  that  it  is  to  be  a  test  in  spelling.  They  might  take  it  to  be  an  exercise 
in   writing  or   language. 

In  general  more  words  are  misspelled  when  the  words  are  dictated  in 
sentences  than  when  dictated  separately,  so  that  the  standards  for  the  same 
words  in  the  former  method  must  be  about  5  to  15%  lower  than  for  the  latter 
method.  (Courtis  and  Fordyce;  see  Monroe,  De  Voss  and  Kelly,  p.  20.)  In 
the  Cleveland  Survey,  however,  no  difference  was  found  in  the  results  obtained 
by  the  two  methods.    (See  Judd,  Measuring  the  Results  of  the  Public  Schools.) 

Examples  of  spelling  tests  and  scales  which  were  not  intended  primarily 
as  timed  sentence  tests  are  the  Ayres  Spelling  Scale  and  the  Buckingham 
Spelling  Test.  Tests  devised  as  timed  sentence  tests  are  the  Monroe  Timed 
Sentence  Spelling  Test  and  the  Courtis  Standard  Research  Tests  in  Spelling, 
Forms  A  and  B.  The  Iowa  Dictation  and  Spelling  Tests  include  both  word 
lists  and  timed  sentence  tests. 

As  to  the  method  of  deriving  the  tests  in  spelling,  three  general  plans 
have  been  followed: 

1.  Words  have  been  chosen  on  the  basis  of  their  occurrence  in  several  of  a 
large  number  of  standard  spelling  books.  This  was  the  method  used  in  the 
derivation  of  the  Buckingham  Spelling  Scale. 

2.  A  study  of  the  words  actually  used  most  often  in  business  and  personal 
letters,  in  newspapers  and  in  standard  literature,  was  made  by  Ayres  for 
obtaining  the  thousand  words  most  often  used.  Jones  employed  a  similar 
method  for  the  derivation  of  his  material  of  English  spelling,  except  that  he 
investigated  the  themes  of  school  children  instead  of  the  writings  of  adults 
in  order  to  discover  the  words  used  by  school  children.  The  total  number  of 
different  words  occurring  in  75,000  themes  written  by  children  of  all  grades 
of  the  elementary  school  was  4,532. 

3.  Starch  selected  for  his  spelling  scale  the  first  non-technical  defined 
word  on  the  even  numbered  pages  of  Webster's  New  International  Dictionary, 
1910,  and  divided  these  words  into  several  lists  of  100  words  each,  according 
to  the  length  of  the   words,  so  that   each   list   is  equivalent   in   difficulty. 


RICE  SPELLING  TEST,  1897 
,  •  '  This!,  tect  .'is  no  longer  available  in  printed  form  and  is  no  longer  in 
g^iKval'usc,  "l£"is  xst great  historical  importance,  however,  in  that  it  marks  the 
beginning  of  the  modern  movement  for  scientific  measurements  in  education. 
Rice  made  an  extensive  investigation  of  spelling  by  means  of  his  word  lists, 
and  as  a  result  he  made  the  assertion  that  classes  devoting  fifteen  minutes 
daily  to  spelling  proved  to  be  as  good  in  spelling  as  many  classes  devoting  a 
half  hour  or  more  to  the  subject.  He  found  little  correlation  between  the 
amount  of  time  spent  on  the  subject    and  the  results  achieved. 

References:  Rice,  J.  M.,  The  Futility  of  the  Spelling  Grind,  The  Forum 
23:    March- August,   1897,  pp.   163-172  and  409-419. 

Tidyman,  W.  F.,  A  Critical  Study  of  Rice's  Investigation  of  Spelling 
Efficiency,   Ped.   Sem.   22:    September,    1915,   391-400. 

NATIONAL   BUSINESS   ABILITY    TESTS   IN   SPELLING,    1912 

"The  elementary  test  consists  of  fifty  words  chosen  from  Ayres'  list  of 
542  obtained  from  the  examination  of  two  thousand  letters.  The  advanced 
spelling  test  consists  of  a  list  of  fifty  words  which  are  printed  incorrectly.  In 
ten  minutes  the  pupil  is  to  write  the  words  correctly." 

Address:  Sherwin  Cody,  Business  Standards  Association,  -299  Broadway, 
New  York.  m 

Reference:  Commercial  Tests  and  How  to  Use  Them,  1919,  same  address. 

*THE  BUCKINGHAM  SPELLING  SCALE,  1913 
(University  of  Illinois) 

The  first  spelling  scale  still  in  general  use  was  that  devised  by  Bucking- 
ham. His  method  of  procedure  was  to  select  words  common  to  two  out  of  five 
standard  spelling  books.  By  this  method  he  secured  5,000  words,  which  by  an 
elaborate  plan  he  reduced  to  two  lists  of  twenty-five  words  each,  which  were 
intended  to  test  children  of  all  grades  from  the  third  to  the  eighth.  The 
difficulty  of  each  word  has  been  determined  experimentally  and  weighted  so 
that  any  number  of  these  words  can  be  given  as  a  test. 

The  advantage  of  this  test  is  that  the  difficulty  of  each  word  is  known. 
The  greatest  disadvantage  is  that  so  few  words  are  included  in  the  test, 
and  that  these  short  lists  are  to  be  used  in  all  the  grades.  The  test  is  well 
standardized,  however,  and  has  been^used  in  several  of  the  surveys. 

Address:   B.  R.  Buckingham,  University  of  Illinois,  Urbana,  Illinois. 

References:  Buckingham,  Spelling  Ability:  Its  Measurement  and  Dis- 
tribution, Teachers  College  Contributions  to  Education,  No.  59,  New  York,  1913. 

Tidyman,  W.  F.,  A  Descriptive  and  Critical  Study  of  Buckingham's  In- 
vestigation of  Spelling  Efficiency;  Ed.  Admin,  and  Sup.  2:  May,  1916,  pp. 
290-304. 

Sackett,  L.  W.,  Measuring  a  School  System  by  the  Buckingham  Spelling 
Scale,  School  and  Society  2:  December  11  and  18,  1915,  pp.  860-864  and  894-898. 

Lewis,  E.  E.,  Testing  the  Spelling  Abilities  of  Iowa  School  Children  by 
the  Buckingham  Spelling  Test.  Elementary  School  Journal  16:  June,  1916, 
pp.  556-564. 

Nudd,  H.  W.,  The  Buckingham  Test  of  the  Gary  Schools  in  New  York 
City,  School  and  Society  3:  April  8,  1916,  pp.  529-532.  Also  in  Educational 
Administration  and  Supervision  2:   May,   1916,  311-316. 

THE  STARCH  SPELLING  TEST,  1914 
(University  of  Wisconsin) 

This  test  consists  of  six  lists  of  100  words  each  selected  from  the  diction- 
ary by  choosing  words  at  regular  intervals.  The  words  are  arranged  accord- 
ing to  length  from  the  shorter  to  the  longer,  since  it  is  found  that  in 
general  the  longer  words  are  the  more  difficult  ones.  The  technical  and 
scientific  terms  were  eliminated,  so  that  the  test  consists  of  the  non-technical 
words  of  the  English  language. 

The  advantage  of  this  test   is  that  the  score   will  give   one   an   idea  of 

6 


the  per  cent  of  non-technical  words  included  in  his  spelling  vocabulary  of  the 
English  language.  The  disadvantage  is  that  many  of  them  are  rarely  used, 
especially  by  the  younger  children,  and  hence  are  too  difficult  for  a  test  for 
most  of  these.  The  test  does  not  purport  to  be  a  test  of  words  ordinarily 
used  or  needed. 

The  test  includes  directions  for  administering  and  scoring,  and  standards 
for  the  different  grades.    It  has  not  been  used  in  surveys. 

Address:   Daniel  Starch,  University  of  Wisconsin. 

Price:   5c  a  sheet.    One  sheet  for  each  examiner  or  teacher. 

References:    Starch,    Educational   Measurements. 

Starch,  D.  The  Measurement  of  Efficiency  in  Spelling  and  Overlapping, 
Etc.    Jr.   Ed.  Ps.   6:    March,   1915,   167-186. 

Starch,  D.  Measurement  of  Ability  in  Spelling.  Jr.  Ed.  Ps.  88:  October 
3,  1918,  327-328. 

*AYRES  SPELLING  SCALE,  APRIL,   1915 
(Russell  Sage  Foundation) 

This  spelling  scale  consists  of  a  list  of  1,000  common  words  selected  by 
Leonard  Ayres  from  an  investigation  of  personal  and  business  letters  and 
words  contained  in  novels,  newspapers  and  books.  -The  author's  original 
purpose  was  to  select  2,000  of  the  most  common  words  of  the  English  language, 
but  he  found-  that  a  few  words  recurred  very  frequently  and  the  remainder 
of,  the  2,000  words  only  a  very  few  times,  so  that  he  limited  his  list  to  1,000 
words.    These  he  called  the  "foundation  spelling  vocabulary." 

The  amount  of  written  material  analyzed  in  securing  these  words  was 
about  368,000  words.  The  scale  is  divided  into  twenty-six  columns,  according 
to  the  difficulty  of  the  words.  The  steps  of  difficulty  between  all  successive 
columns  are  equal.  The  scale  is  so  arranged  that  columns  of  varying  degrees 
of  difficulty  may  be  used  for  any  grade.  Words  for  spelling  tests  are  usually 
selected  from  a  column  of  73%  or  84%  difficulty  for  that  particular  grade. 

The  Ayres  Scale  has  been  used  more  widely  than  any  other  spelling  test, 
and  has  proved  its  value  in  very  many  surveys,  so  that  many  different  com- 
parisons among  the  results  are  possible. 

Address:  The  scale  may  be  procured  at  the  price  of  5  cents  from  the 
Russell  Sage  Foundation,  New  York  City.  (One  .copy  for  each  examiner  or 
teacher.) 

References:  It  is  described  in  a  monograph  of  the  same  foundation  en- 
titled: A  Measuring  Scale  for  Ability  in  Spelling. 

Ballow,  F.  W.,  Measuring  Boston's  Spelling  Ability  by  the  Ayres  Spelling 
Scale.    School   and   Society   5:    March  3,   1917,  pp.   267-270. 

Briggs,  T.  H.,  and  Bamberger,  F.  E.,  The  Validity  of  the  Ayres  Spelling 
Scale.    School  and.  Society  6:   November  3,  1917,  pp.  538-540. 

Scofield,  F.  A.  Difficulty  of  Ayres'  Spelling  Scale  as  Shown  by  the  Spell- 
ing of  560  High  School  Students'.  School  and  Society  4:  August  26,  1916, 
pp.  339-340. 

MONROE  CLASS  RECORD  SHEET  FOR  THE  AYRES  SPELLING 

SCALE,   1915 
(University  of  Illinois,  Urbana,  Illinois) 
This  is  a  convenient  arrangement  for  tabulating  the  scores  in  the  spelling 
test  and  finding  the  median. 

Address:  Bureau  of  Educational  Measurements  and  Standards,  Kansas 
State  Normal  School,  Emporia,  Kansas. 

THE  BOSTON  SPELLING  TESTS,  MAY,   1915 

(F.  W.  Ballou,  Boston) 

This  test  consists  of  fifty  words  for  each  grade.    The  words  were  selected 

from  words  most  frequently  misspelled  by  the  pupils  of  the  seventy  elementary 

school  districts  of  Boston.    The  measuring  of  each  word  is  illustrated  by  a 

sentence,  but  the  sentences  are  not  to  be  dictated.    Minute  directions  are  in- 


eluded  for  giving  and  scoring  the  tests.  The  test  was  used  in  a  survey  of  the 
Boston  schools.    The  tests  are  not  published  for  use. 

Address:  Department  of  Educational  Investigation  and  Measurement, 
Boston. 

References:  Bulletins  Nos.  1,  4  and  11,  of  the  Department  of  Educa- 
tional Investigation   and   Measurement,   Boston. 

JONES,   CONCRETE   INVESTIGATION    OF   THE    MATERIAL 

OF  ENGLISH  SPELLING,  DECEMBER,  1915 

(University   of    South   Dakota) 

This  monograph  includes  a  study  of  the  spelling  vocabulary  of  1,050 
pupils  from  four  states.  The  study  was  made  by  examining  over  75,000 
themes  which  included  about  5,000,000  words.  From  the  study  it  was  found 
that  the  total  number  of  different  words  used  was  only  4,532.  From  this  it 
appears  that  this  number  of  words  is  the  limit  of  the  writing  vocabulary  of 
the  1,050  school  children  from  these  four  states.  It  is  possible,  however,  that 
many  words  whose  meanings  were  known  to  the  children  might  have  been 
omitted  by  them  in  their  written  compositions  because  of  their  hesitancy  to 
attempt  to  spell  the  words  or  to  use  them  in  sentences.  Very  likely  many  of 
these  would  be  understood  by  the  children  if  used  by  other  people.  Jones 
gives  the  list  of  words  misspelled  in  each  of  the  grades  of  the  elementary 
school,  and  finds  that  nine-tenths  of  all  the  different  kinds  of  misspelled  words 
occurred  in  the  second  and  third  grades. 

From  the  total  list  he  selected  100  "Spelling  Demons"  with  which  the 
•children  have  the  greatest  difficulty.  Four-fifths  of  these  words  also  occur  in 
the  Ayres  Scale.  The  four  most  frequently  misspelled  words  were  found  to  be: 
which,  their,  there  and  separate.  These  hundred  words  may  be  used  as  a 
spelling  test,  or  they  may  be  used  as  a  supplementary  list  for  teaching.  The 
other  words  included  in  the  investigation,  or  a  selection  from  these  lists,  may 
be  used  for  teaching.  From  the  results  of  this  study  Jones  has  compiled  a 
spelling  book  called  "The  Child's  Own  Spelling  Book,"  which  may  be  obtained 
from  the   Capital   Supply   Company,   Pierre,   S.   D. 

It  will  be  observed  that  Ayres  and  Jones  applied  opposite  methods  in  the 
collection  of  their  material.  Ayres'  plan  was  to  discover  what  words  were 
used  by  business  men,  and  in  actual  life,  while  Jones'  purpose  was  to  find 
out  what  words  the  children  used  in  their  own  themes  and  compositions. 
Thus  the  two  tests  supplement  each  other,  though  the  former  method  seems 
on  a  whole  to  be  superior,  since  it  inquires  what  words  will  be  best  adapted 
to  the  actual  needs  of  life. 

Reference:  Jones,  Concrete  Investigation  of  the  Material  of  English 
Spelling,  Vermillion,   S.   D.,   1914,   pp.   27. 

THE  NEBRASKA  SPELLING  TEST,   1916 
(Dean  C.  Fordyce,  University  of  Nebraska) 
This  is  a  timed  sentence  test  taken  from  column  O  of  the  Ayres  Scale. 
Directions  for  giving  the  test,  time  limits  for  each  grade,  and  standards  are 
given  on  the  test  .sheet.    The  test  words  are  indicated  in  bold  type. 

Address:  The  Nebraska  Bureau  of  Educational  Measurements,  Lincoln, 
Nebraska. 

*M0NR0E  TIMED   SENTENCE   SPELLING   TEST,    1917 
(University  of  Illinois,  Urbana,  Illinois) 

There  are  three  of  these  tests:  the  first  for  grades  3  and  4;  the  second 
for  grades  .5  and  6 ;  and  the  third  for  grades  7  and  8  and  the  high  school.  The 
tests  consist  of  fifty  words  each,  each  chosen  from  one  column  of  the  Ayres 
list,  and  arranged  in  sentences  with  the  time  for  beginning  to  dictate  each 
sentence  indicated  in  the  margin.  The  significant  words  are  italicized,  and 
occur  in  the  first  or  middle  parts  of  the  sentences,  so  that  the  children  may 
begin  a  new  sentence  if  they  do  not  have  time  to  complete  the  one  on  which 
they   were   working. 

Complete  directions  for  giving  and  scoring  the  tests  are  given  on  each 
test  sheet.    A  class  record  sheet  is  included  with  the  test.    The  test  is  not 


standardized,  but  tentative  standards  can  be  taken  from  the  Ayres  Scale, 
remembering  that  the  children  usually  spell  from  5%  to  15%  less  accurately 
in  the  timed  sentence  tests  than  in  the  tests  with  isolated  words.  Effective 
standards  are  being  determined.  One  copy  of  the  test  is  needed  for  each 
examiner. 

Address:  W.  S.  Monroe,  University  of  Illinois,  Urbana,  Illinois. 

*THE  COURTIS  STANDARD  RESEARCH  TESTS  IN  SPELLING,   1917 
(Bureau  of  Research,  Detroit,  Michigan) 

This  test  consists  of  two  series  of  timed  sentences,  each  containing  twenty- 
five  words  chosen  from  the  Ayres  Scale.  The  first  is  a  preliminary  test  for 
training  the  children  in  taking  dictations;  the  second  part  is  the  actual 
test.  The  sentences  are  dictated  to  the  children  according  to  the  time  indi- 
cated in  the  margin  of  the  test  sheet. 

For  the  second  grade  lists  of  words  are  provided  instead  of  timed  sentences 
on  account  of  the  difficulty  which  second  grade  children  experience  with  the 
dictation  of  sentences. 

The  method  of  testing  spelling  by  mistakes  in  compositions  is  also  dis- 
cussed. Record  blanks  and  graph  sheets  and  very  complete  directions  for  giv- 
ing and  scoring  the  tests  are  included  with  the  test  material. 

Price  of  envelope  for  testing  forty  children,  30c. 

Address:    S.  A.  Courtis,  82  Eliot  Street,  Detroit,  Michigan. 

THE  MINNESOTA  SPELLING  TEST,  1918 
This  test,  intended  for  grades  2  to  8,  consists  of  fifty  words  divided  into 
three  lists,  two  of  fifteen  words  each,  and  one  of  twenty  words.  One  list  is 
given  each  day.  The  objection  to  the  test  is  that  there  are  probably  too 
few  words,  since  these  are  to  be  given  in  all  the  grades  beginning  with  the 
second.  Directions  for  giving  and  scoring  the  tests  are  included  with  the 
material.  Class  Record  Sheet  No.  1  contains  lines  for  a  tabulation  for  fifty 
pupils,  and  Class  Record  Sheet  No.  2  on  the  same  sheet  is  for  the  purpose  of 
tabulating  the  frequency  distribution. 

Address:  Bureau  of  Cooperative  Research,  University  of  Minnesota. 

IOWA    DICTATION    EXERCISE   AND    SPELLING    TEST,    1918-19 

This  test  consists  of  three  forms,  one  for  each  two  grades,  beginning 
with  the  third.  Each  form  is  printed  on  a  different  color  of  paper  so  as  to 
prevent  confusion.  It  is  a  timed  sentence  test,  and  30  seconds  are  allowed  for 
writing  each  sentence.  There  are  ten  sentences,  each  sentence  containing 
two  significant  words  chosen  from  the  Ayres  list.  The  words  are  under- 
scored in  the  key  provided  with  the  spelling  test.  The  significant  words  are 
not  known  to  the  children,  but  they  are  placed  near  the  middle  of  the  sentence 
so  that  the  children  who  write  very  slowly  will  have  an  opportunity  to  spell 
them.  The  children  need  not  be.  informed  that  they  are  to  take  a  spelling 
test. 

In  addition  to  the  ten  sentences,  a  list  of  twenty  words  is  provided  for 
an  additional  spelling  test.  Directions  for  giving  and  scoring  the  tests,  and 
a  card  for  class  records  are  also  provided. 

Address:  E.  J.  Ashbaugh,  University  of  Iowa,  Iowa  City,  Iowa. 

*THE  IOWA  SPELLING  SCALE,  SEPTEMBER,  1919 
(E.  J.  Ashbaugh,  University  of  Iowa) 
This  test  really  consists  of  three  separate  scales,  one  for  grades  II,  III 
and  IV,  one  for  grades  IV,  V  and  VI,  and  the  other  for  grades  VI,  VII  and 
VIII.  The  scale  was  derived  from  results  of  tests  in  more  than  one  hundred 
schools  in  the  state  of  Iowa.  The  entire  series  consists  of  2,977  words  from 
the  written  correspondence  of  Iowa  people.  "Accuracy  of  each  word  was 
determined  on  the  basis  of  200  or  more  spellings  by  children  in  each  grade. 
Thus  more  than  650,000  spellings  were  used  in  each  grade.  .  .  .  The  words 
were  then  placed  in  a  separate  scale  for  each  grade,  the  scale  being  divided 
into  twenty-five  steps  on  the  basis  of  the  normal  probability  curve  of  dis- 

9 


tribution.  This  means  that  the  difference  in  difficulty  of  spelling  between  the 
words  of  any  two  successive  steps  is  approximately  equal.    ..." 

"As  the  increase  in  spelling  accuracy  from  grade  to  grade  was  found 
to  be  irregular,  it  was  decided  to  consolidate  the  seven  grade  scales  into  three 
separate  scales  instead  of  into  a  single  scale  as  Dr.  Ayres  did  withjthe  1,000 
commonest  words."     (Reference). 

The  plan  of  these  scales  is  very  extensive,  and  they  have  seemingly 
been  well  standardized  on  Iowa  children,  so  that  it  promises  to  become  a 
very  useful  measuring  scale. 

One  copy  of  each  of  the  three  scales  needed  for  every  examiner. 

Address:    Ernest  J.   Ashbaugh,   University   of   Iowa,  Iowa  City. 

References:  University  of  Iowa  Extension  Bulletins  Nos.  53,  54  and  55, 
September  and  October,  1019. 

Foster,  The  Results  of  a  Recent  Spelling  Test  at  the  University  of  Iowa. 
School   and  Society  5:    April  28,   1017,  pp.  506-508. 

*BUCKINGHAM'S   EXTENSION   OF   THE  AYRES   SPELLING   SCALE, 

OCTOBER,   1919 
(University  of  Illinois) 

This  extension  consists  of  505  words  which  have  been  added  to  the  Ayres 
Scale.  Most  of  these  words  are  more  difficult  than  the  words  Ayres  used. 
Accordingly  the  scale  is  enriched  at  the  upper  end.  These  words  were  also 
selected  in  a  different  manner  than  Ayres'  list.  They  were  chosen  according 
to  agreements  among  spelling  books.  The  words  added  by  Buckingham  are 
printed  in  italics  so  that  they  can  be  distinguished  from  the  Ayres  funda- 
mental vocabulary. 

In  addition  to  the  supplement  to  the  scale,  Buckingham  has  added  valu- 
able comments  and  explanations  as  to  the  method  of  using  the  scale,  and 
has  shown  the  difference  in  the  standards  to  be  used  when  giving  the  spelling 
tests  in  dictated  lists  and  in  timed  sentences. 

Very  convenient  record  blanks  in  duplicate  form  and  in  different  colors 
with  explanations  for  tabulating  and  for  finding  the  median,  are  supplied  with 
the  scales. 

One  scale  needed  for  each  examiner. 

Address:  B.  R.  Buckingham,  University  of  Illinois,  Urbana,  Illinois. 

THE  GUHIN   "TEST  YOURSELF  IN   SPELLING" 

(Date  unknown.) 
This  is  a  simple  spelling  test  for  seventh  and  eighth  grade  pupils. 
Address:   Hub  City  Supply  Co.,  Aberdeen,  S.  D. 

SELECTED   GENERAL  BIBLIOGRAPHY  ON  SPELLING  TESTS 

Boston — Department  of  Educational  Investigation  and  Measurement.  Pro- 
visional Minimum  and  Supplementary  List  Qf  Spelling  Words  for  Pupils 
in  Grades   1-8,  Boston,  1914,  School  Document  JNo.  8. 

Boston — Spelling.  Determining  the  Degree  of  Difficulty  of  Spelling  Words. 
Boston,  1915.    School  Document  No.  10. 

Boston — The  Teaching  of  Spelling.    Boston,   1916,  School  Document  No.   17. 

Brandenburg,  G.  C. — Some  Possible  Secondary  Factors  in  Spelling  Ability. 
School  and   Society  9:    1918,   632-636. 

Brierley,  S.  S. — Analysis  of  the  Spelling  Process.  Jr.  Exper.  Ped.  4:  1918, 
239-254. 

Chadsey,  C.  E.— The  Spelling  Problem.  Ed.  Admin.  &  Super.  5:  1919,  217-218. 
Cleveland,   Ohio — Board   of   Education.    Division   of   Reference   and  Research. 

The  Results  of  a  Spelling  Test.    pp.  19.    Bulletin  No.  2,  1918. 
Cook  and  O'Shea — The  Child  and   His  Spelling.    Indianapolis,    1914,   p.   282. 
Courtis,  S.  A. — Teaching  Spelling  by  Plays  and  Gaines.    Detroit,  1917,  48  pp. 

10 


Heilman,  J.  D. — A  Study  in  Spelling.  Colorado  State  Teachers  College  Bulletin, 
1918,  Greeley. 

Hill,  D.  S. — Experimental  Studies  in  Achievement  in  Spelling.  In  New  Orleans, 
La.,  Public  Schools.    Annual  Report  1915-16,  Part  2,  35-59. 

Hill,  D.  S. — Standardized  Illustrative  Sentences  for  the  Springfield  Spelling 
List.    Jr.  Ed.  Ps.  10:   1919,  285-291. 

Hollings worth,  L.  S. — The  Psychology  of  Special  Disability  in  Spelling.  Co- 
lumbia University  Contributions  to  Education,  No.  88,  New  York,  1918. 

Hollingsworth,  L.  S. — The  Psychological  Examination  of  Poor  Spellers.  Teach- 
ers College  Record  20:    1919,  126-132. 

Houser,  G.  D. — The  Relation  of  Spelling  Ability  to  General  Intelligence  and 
to  Meaning  Vocabulary.    El.  Sch.  Jr.  17:  June,  1917,  708-718. 

Hunkins,  R.  V. — An  Experiment  in  Column  versus  Dictation  Spelling.  El.  Sch. 
Jr.   19:    689-699,  May,   1919. 

Mead,  C.  D. — The  Spelling  Ability  of  Plumas  County  Pupils.  Sacramento,  Calif., 
State  Printing  Office,  1919,  8  pp. 

Nifenecker,  E.  A. — Department  of  Education.  Division  of  Reference  and  Re- 
search. Report  on  Some  Measurements  in  Spelling  in  Schools  of  the  Bor- 
ough of  Richmond.    City  of  New  York,  1918,  88  pp.    Publication  No.  16. 

Otis,  A.  S. — The  Reliability  of  Spelling  Scales,  involving  "Deviation  Formula" 
for  Correlation.  Sch.  &  Soc.  No.  4,  11,  18,  1916,  676-683,  716-722,  750-756, 
793-796. 

Pryor,  II.  C. — A  Suggested  Minimal  Spelling  List.  In  National  Society  for  the 
Study  of  Education,  Pt.  1,  16th  Yearbook,  1917,  73-84. 

Sackett,  L.  W.— Disparity  of  Spelling  Scales.   Jr.  Ed.  Ps.  6;  Dec.  1915,  627-630. 

Sears,  J.- B. — Spelling  Efficiency  in  the  Oakland  Schools.  Sch.  &  Soc.  2:  Oct. 
9  and  16,  531-537  and  569-574.  Full  report  in  Bulletin  of  Public  Schools, 
Oakland,  Calif. 

Starch,  D. — The  Measurement  of  Efficiency  in  Spelling  and  the  Overlapping 
of  Grades  in  Combined  Measurements  of  Reading,  Writing  and  Spelling. 
Jr.  Ed.  Ps.  6:  March  1915,  167-86. 

Studebaker,  J.  W. — Results  of.  an  Investigation  of  Pupils'  Ability  to  Spell. 
New  York,  Newson  and  Co.,  1916,  pp.  57. 

Thorndike,  E.  L. — Means  of  Measuring  School  Achievement  in  Spelling.    Ed. 

Admin.  &  Super.  1:   May,  1915,  306-12. 
Tidyman,  F.  W.— The  Teaching  of  Spelling,  World  Book  Co.,    Yonkers,  N.  Y., 

1918. 
Woody,  C. — Application  of  Scientific  Method  in  Evaluating  the  Subject  Matter 

of  Spellers.    Jr.  Ed.  Research  1:   119-128,.  Feb.,  1920. 
Zirbes,  L. — An  Experimental  Evaluation  of  Method  in  Spelling.    El.  Sch.  Jr. 

19:  1918,  778-798. 

II— ARITHMETIC 

ARITHMETIC,   1908 

The  tests  in  arithmetic  are  of  two  kinds,  the  reasoning  tests  and  the  tests 
in  the  fundamental  operations.  The  former  of  course  generally  include  the 
latter,  but  the  two  do  not  require  the  same  abilities,  so  that  a  pupil  may 
do  well  in  a  test  in  arithmetical  reasoning  and  yet  fall  below  the  average  of 
the  class  in  speed  or  in  accuracy  in  the  fundamental  processes.  On  the  other 
hand  a  high  performance  in  the  fundamental  operations  does  not  necessarily 
insure  superiority  in  arithmetical  reasoning. 

It  is  rather  strange  that  the  first  standardized  tests  in  arithmetic  should 
have  been  tests  in  arithmetical  reasoning  rather  than  in  the  fundamental  opera- 
tions. The  latter  phase  of  the  subject  is  simpler,  more  definite,  and  certainly 
easier  to  test  and  to  score.  In  fact  it  is  still  thought  by  many  authorities 
that  there  is  not  yet  a  suitable  standard  test  for  reasoning  ability  in 
arithmetic,  while  there  are  several  good  ones  for  the  fundamental  operations. 

11 


Stone,  the  author  of  the  first  standardized  test  in  arithmetic,  showed  in 
the  references  cited  below  that  the  subject  of  arithmetic  involves  a  number  of 
specific,  and  more  or  less  distinct,  abilities.  Courtis  has  analyzed  further  the 
types  of  abilities  involved  in  operations  in  the  fundamental  processes,  and 
finds  at  least  seven  in  addition,  three  in  subtraction,  six  in  multiplication  and 
nine  in  division. 

In  the  following  discussion  the  tests  in  reasoning  ability,  the  fundamental 
operations,  and  the  practice  tests  will  be  considered  successively. 

1.  Reasoning  Tests  in  Arithmetic 

*THE  STONE  REASONING  TEST,  1908  AND  1917 
-     (Teachers  College,  Columbia  University) 

There  are  twelve  problems  included  in  this  test.  The  first  five  receive  a 
value  of  one  point  each,  the  sixth  a  value  of  1.4  points,  the  seventh  a  value 
of  1.2,  the  eighth  1.6,  and  the  last  four  a  value  of  2  points  each,  if  worked 
correctly.  The  test  is  scored  by  adding  the  values  of  the  problems  worked 
correctly.  Only  the  method  of  working  the  problem  is  considered,  and  credit 
is  given  for  examples  partially  correct  and  for  those  incomplete.  Fifteen 
minutes  are  allowed  for  the  test. 

The  test  has  been  widely  used  in  surveys,  and  so  good  standards  and 
means  of  comparison  are  available  for  it.  One  of  the  disadvantages  of  it  is 
that  the  method  of  scoring  is  somewhat  subjective  and  open  to  criticism,  since 
it  is  difficult  to  decide  how  much  credit  shall  be  allowed  for  problems  incom- 
plete or  partially  correct. 

Address:   Teachers'  College,  Columbia  University,  New  York  City. 

References:  Stone,  Arithmetical  Abilities  and  Some  Factors  Determining 
Them,  Teachers'  College  Contributions  to  Education,  No.  19,  1008.  Stone,  C. 
W.,  Standardized  Reasoning  Tests  in  Arithmetic  and  How  to  Utilize  Them. 
Columbia    University,    New    York,    1916. 

THE  BONSER  ARITHMETIC   REASONING  TEST,   1910 
This  test  consists  of  ten  problems  divided  into  two  lists  of  equal  difficulty. 

It  is  not  published  for  distribution. 

Address:  Bureau  of  Publications,  Teachers'  College,  Columbia  University. 
Reference:    Bonser,   The   Reasoning   Ability    of   Children    of    the    Fourth, 

Fifth  and  Sixth  School  Grades,  Teachers'  College  Contribution  to  Education, 

1910. 

THE   COURTIS   STANDARD   TEST   IN   ARITHMETIC,   SERIES   A,   1911 
(Bureau  of  Research,  Detroit) 
This   series   includes   two  reasoning  tests  which   are   described   below    in 
connection  with  the  tests  in  the  fundamental  operations. 

THE  BUCKINGHAM  REASONING  TEST,  JANUARY,  1916 
(University  of  Illinois) 

This  scale  appeared  as  an  integral  part  of  the  Survey  of  the  Gary  and 
Prevocational  Schools  of  New  York  City.  There  are  two  scales  of  approxi- 
mately equal  difficulty,  consisting  of  ten  problems  each.  Each  question  has 
been  carefully  evaluated,  and  the  scores  are  indicated  in  the  margin.  Ten 
minutes  are  allowed  for  working  each  question.  The  test  is  not  published 
separately. 

Address:  Seventeenth  Annual  Report  of  the  Superintendent  of  Schools, 
1914-15. 

Reference:  Buckingham,  Notes  on  the  Derivation  of  Scales  of  the  School 
Subject  with  Special  Application  to  Arithmetic,  Fifteenth  Year  Book  of  the 
National  Society  for  the  Study  of  Education,  Part  I,  1916. 

*THE  STARCH  ARITHMETICAL  SCALE  A,  APRIL,   1916 
(University  of  Wisconsin) 
This  scale  consists  of  twelve  problems  of  increasing  difficulty.    The  actual 
values  of  the  problems  have  been  determined  experimentally,  and  the  value 

12 


of  each  problem  is  indicated  on  the  sheet.  The  approximate  value,  which  is 
also  given,  is  used  in  scoring  the  results.  Some  of  the  problems  of  the  Stone 
Test  are  also  used  here.  The  principle  of  the  test  differs  from  Stone's  in 
that  here  only  the  correct  answer,  not  the  method  of  work,  is  considered 
in  the  scoring. 

The  score  of  ea'ch  pupil  is  the  most  difficult  problem  worked  correctly 
by  him.  If  he  fails  on  an  example  but  works  a  more  difficult  one,  he  receives 
credit  for  every  step  passed  beyond  the  point  where  he  first  failed,  and  is 
penalized   for  every   step  on   which   he    failed. 

This  reasoning  test  has  been  used  in  several  of  the  surveys,  so  that 
we  have  rather  good  standards  for  comparison.  Directions  for  administering 
and  scoring  the  test  accompany  the  material.  Pupils  are  allowed  as  much 
time  as  they  need  for  the  test. 

Address:  Dr.  Daniel  Starch,  University  of  Wisconsin,  Madison,  Wisconsin. 

Reference:    Starch,   Educational  Measurements,  MacMillan   &   Company. 

*MONROE  STANDARDIZED  REASONING  TESTS  IN  ARITHMETIC,  1918 
(University  of  Illinois)  . 

This  promises  to  be  one  of  the  best  reasoning  tests  in  arithmetic.  The 
series  consists  of  three  tests;  test  1  intended  for  grades  4  and  5,  test  2  for 
grades  6  and  7,  and  test  3  for  grade  8.  There  are  fifteen  problems  in  each 
test.  The  weighted  values  of  the  problems  have  not  been  statistically  de- 
termined as  yet,  but  tentative  values  are  given  at  the  present  time,  with  the 
intention  of  revising  these  weights  on  the  bases  of  the  returns  from  the  tests. 

The  test  differs  from  the  previous  ones  in  that  each  problem  is  evaluated 
separately  for  correct  principle  and  correct  answer.  The  scores  are  determined 
by  adding  the  values  for  the  principle  and  those  for  the  correct  answer  sepa- 
rately. A  score  for  rate  may  be  obtained  by  requiring  each  pupil  to  draw  a 
line  around  the  number  of  the  problem  he  is  working  on  at  the  end  of  ten 
minutes,  and  then  continuing  the  test.  Twenty-five  minutes  are  allowed  for 
the  test.   The  test  is  published  in  three  forms  of  approximately  equal  difficulty. 

Complete  directions  for  giving  and  scoring  the  test,  as  well  as  a  score 
key  and  answer  sheet  and  class  record  sheet,  are  included  with  the  test. 

The  test  is  being  standardized  on  the  basis  of  the  returns  of  those  using 
it,  so  that  tentative  standards  are  already  available. 

Address:    W.   S.   Monroe,   University   of   Illinois,   Urbana,   Illinois. 

Reference:    Monroe,   Measuring   the   Results   of   Teaching,   Ch.   VI. 

CLAPP  STANDARD  SCHOOL  TESTS  FOR  UPPER  ARITHMETIC 

APRIL,  1918 
(University  of  Colorado;  now  University  of  Wisconsin) 
This  test  consists  of  25  problems  for  grades  5,  6,  7  and  8.  The  test  is 
arranged  in  the  order  of  increasing  difficulty.  Directions  for  giving  and 
scoring  the  test,  and  an  answer  sheet  are  included  with  the  material.  Forty 
minutes  are  required  for  the  test,  and  the  score  is  the  total  number  of  problems 
correctly   solved. 

Address:   Frank  L.  Clapp,  University  of  Wisconsin,  Madison,  Wisconsin. 

*THE  BUCKINGHAM  SCALE  FOR  PROBLEMS  IN  ARITHMETIC,  1919 
(University  of   Illinois) 

This  scale  consists  of  three  divisions,  of  ten  problems  each,  the  first  for 
grades  3  and  4,  the  second  for  grades  5  and  6,  and  the  last  for  grades  7  and 
8.  Each  question  has  been  evaluated  statistically,  and  its  value  is  indicated 
in  the  margin.  The  score  of  the  pupil  is  the  value  of  the  most  difficult 
problem  for  which  the  correct  answer  is  obtained.  For  every  failure  on  prob- 
lems in  Division  I  previous  to  the  most  difficult  problem  solved,  0.3  is  sub- 
tracted  from  the   score,  or  0.2  in  Divisions   II  or   III. 

The  test  is  issued  in  very  convenient  form.  There  is  a  square  below 
each  problem  for  the  figuring  and  a  smaller  square  for  the  answer.  Very  com- 
plete directions  for  administering  anc[  scoring  the  test,  as  well  as  an  answer 

13 


sheet,  a  class  record  sheet,  and  a  detailed  score  sheet,  are  included  with  the 
materials. 

There  is  no  time  limit  for  the  test.  Tentative  standards  are  obtainable 
from  the  following  address.  The  scale  is  available  in  several  equivalent  forms. 
On  the  whole  it  seems  to  be  one  of  the  most  promising  of  all  the  reasoning 
tests. 

Address:    B.  R.  Buckingham,  University   of  Illinois,  Urbana,   Illinois. 

2.  Tests  in  the  Fundamental  Operations 

THOMPSON'S  MINIMUM  ESSENTIALS  IN  ARITHMETIC,  MAY,  1908 
This  consists  of  a  series  of  thirty  oral  and  written  tests  in  the  funda- 
mentals of  arithmetic,  and  in  denominate  numbers.  Two  of  the  latter  are 
tests  in  elementary  denominate  numbers,  and  two  others  in  advanced  denomi- 
nate numbers.  The  tests  in  the  fundamental  operations  are  of  a  spiral  nature. 
Sets  for  drill  work  are  also  included  with  the  tests,  so  that  they  serve  the 
purpose  of  both  practice  tests  and  performance  tests.  There  is  a  mechanical 
device  for  scoring  the  papers.  They  seem  to  have  been  originally  intended 
chiefly    as    teaching   devices. 

Address:  Ginn  and  Company,  New  York. 

COURTIS   STANDARD   TESTS,   ARITHMETIC,   SERIES   A,   1911 
(Bureau    of    Research,    Detroit) 

This  is  the  earliest  one  of  the  Courtis  Standard  Research  Tests.  It  con- 
sists of  a  speed  test  in  copying  figures,  and  speed  tests  in  subtraction,  multi- 
plication,  division,   addition  and   in   the   fundamentals   combined. 

There  are  also  two  reasoning  tests  in  the  series.  Test  8  consists  of  eight 
problems  in  arithmetic  to  be  worked  out,  and  Test  6,  the  speed  test  in 
reasoning,  consists  of  16  problems.  These  problems  are  not  to  be  worked  out 
in  full,  but  the  operations  used  in  working  them  are  simply  to  be  indicated. 
For  this  reason  Test  6  is  largely  a  reading  test,  and  so  falls  short  of  its  aim. 
When"  taken  with  Test  8,  however,  the  results  are  enlightening. 

Directions  for  giving  the  test,  and  record  sheets  and  answer  cards  accom- 
pany the  material. 

Address:   S.  A.  Courtis,  82  Eliot  Street,  Detroit,  Michigan. 

THE   NATIONAL   BUSINESS   ABILITY   TESTS,    1912 

The  addition  test  consists  of  eight  examples  of  three  columns  each 
with  nine  figures  in  each  column,  time  four  minutes.  The  same  sheet  contains 
a  subtraction  test  consisting  of  fifteen  examples,  time  two  minutes.  A 
multiplication  test  consisting  of  eleven  examples,  time  allowance  three  minutes, 
is  also  included  on  the  same  sheet.  Another  sheet  contains  the  same  addi- 
tion test  again  and  a  test  in  fractions  (short  cuts)  and  percentage.  There 
are  sixteen  examples  in  the  test  for  fractions,  and  the  time  allowance  is  five 
minutes.  The  test  in  percentage  consists  of  twelve  simple  problems  to  be 
attempted  in  two  minutes. 

With  the  tests  are  included  complete  directions  for  giving  and  scoring 
the  tests,  standards,  answer  sheets  and  record  blanks. 

Address:    Sherwin   Cody,   299   Broadway,   New   York   City. 
Reference:    Cody,  Commercial  Tests   and  How  to  Use  Them,   1919. 

*C0URTIS  STANDARD  RESEARCH  TESTS  IN  ARITHMETIC 

SERIES  B,  1913 

(Bureau  of  Research,  Detroit) 

These    tests    are    undoubtedly    the    best    known    and    most    widely    used 

standardized  tests  in  any  subject.   One  of  the  chief  advantages  of  the  Courtis 

Tests   is   that  they   have   been   so   widely   used   that  very   reliable   standards 

have  been  derived  for  them.    Also  very  many  comparisons  can  be  made  with 

results  from  various  school  systems.    The  test  is  suitable  for  a  general  survey 

of  a  town,  a  school,  or  a  class,  but  the  results  are  not  very  reliable  for  the 

14 


performance   of   individual  pupils.    It   is  not  a  diagnostic  test,  and  was   not 
intended  to  be  used  for  this  purpose. 

The  test  consists  of  work  in  the  four  fundamental  operations;  a  page 
for  each  one.  The  examples  are  arranged  so  that  all  are  of  equal  difficulty. 
There  are  24  examples  in  the  addition  test  and  in  all  the  other  tests  except 
multiplication,   in   which   there   are   25. 

Since  all  of  the  examples  in  each  operation  are  of  equal  difficulty  the 
pupil's  score  for  rate  is  the  number  of  examples  attempted  in  the  time  limit, 
and  the  score  for  accuracy  is  the  percentage  of  those  attempted  which  are 
correct.  The  children  score  their  own  tests  by  means  of  a  printed  score  card 
which  the  teacher  reads.  An  individual  score  sheet  is  also  provided  if  desired, 
so  that  each  child  can  draw  a  graph  showing  his  own  achievement  in  compari- 
son, with  the  standard  and  in  comparison  with  the  median  of  the  class.  A 
supervisory  graph  is  furnished  with  the  tests  for  making  tabulations  for  the 
whole  class.  Also  a  class  record  sheet  accompanies  the  material,  as  well  as 
detailed  instructions  for  giving  and  scoring  the  tests.  The  test  is  issued  in 
four  forms  of  equal  difficulty,  so  that  it  may  be  repeated  by  the  same  pupils 
using   a   different    form. 

Address:    S.  A.  Courtis,  82  Eliot  Street,  Detroit,  Michigan. 

References:  Courtis,  Teachers', Manual  of  the  Courtis  Tests.  Also  Annual 
Accounting  of  the  Courtis  Research  Tests-'-Department  of  Co-operative  Re- 
search, Detroit,  Michigan. 

Buckingham,  R.  R. — The  Courtis  Tests  in  the  Schools  of  New  York  City. 
Jr.  Ed.  Psych.  5:   April,   1914,   109-214. 

Courtis,  S.  A. — Courtis  Tests  in  Arithmetic:  Value  to  Superintendents 
and  Teachers.    Fifteenth  Yearbook  of  National  Society,  Pt.  1,.  1916,  91-106. 

Courtis — Measurement  of  Growth  and  Efficiency  in  Arithmetic.  El.  Sch. 
Teacher,  October,  December,   1900;   December,   1010;    March,  June,   1911.   , 

Baldwin,  B.  T. — The  Application  of  the  Courtis  Tests  in  Arithmetic  to 
College  Students.    Sch.   &  Soc.    1:    April   17,   1915,  569-576. 

Cleveland,  Board  of  Education,  Division  of  Reference  and  Research — 
Arithmetical  Abilities  of  School  Children  as  Shown  by  Courtis  Tests.  Cleve- 
land,  1917. 

Monroe,  W.  S. — A  Report  of  the  Use  of  the  Courtis  Standard  Research 
Tests  in  Arithmetic  in  24  Cities.  Studies  No.  4,  Kansas  State  Normal  School, 
Emporia. 

FASSETT'S  STANDARDIZED  NUMBER  TESTS,  1914 
This  consists  of  four  series  of  tests,  one  for  each  of  the  fundamentals  and 
a  separate  test  for  each  grade.  The  tests  are  arranged  on  cards  in  such  a 
way  that  the  pupils  can  draw  a  line  at  the  side  of  the  cards  and  place 
the  answers  to  the  right  of  the  line.  The  time  limit  for  each  exercise  is 
printed  on  the  card,  and  the  directions  for  using  the  tests  are  printed  on  the 
binder  for  each  set.  The  answers  are  printed  on  the  back  of  the  cards.  The 
tests  are  probably  of  greater  value  as  practice  tests  than  for  survey  purposes. 
Address:    Milton   Bradley   Company,   Springfield,  Massachusetts. 

*THE  CLEVELAND  SURVEY  ARITHMETIC  TESTS,   1915 
(University  of  Chicago) 

This  is  a  series  of  15  tests,  each  of  30  seconds-  to  3  minutes  duration.  The 
total  time  for  taking  this  test  is  22  minutes.  The  test  is  given  preferably 
on  two  different  days  so  that  the  children  take  only  half  at  a  time.  The 
test  is  spiral  in  character;  that  is,  examples  of  each  operation  recur  in  a 
more  difficult  form  several  times.  The  chief  advantage  of  this  test  is  that 
it  is  a  diagnostic  test.  There  are  many  examples  of  each  of  several  types, 
so  that  the  results  show  just  what  type  of  example  the  pupils  have  difficulty 
with,  and  suggest  to  the  teacher  a  modification  of  her  methods  to  suit  the 
needs  of  the  class.    It  has  the  further  advantage  of  being  short  and  simple. 

A  score  card  and  directions  for  giving  and  scoring  the  tests  are  included. 
The  test  has  not  been  completely  standardized,  but  the  results  of  the  Cleve- 
land and  the  Grand  Rapids  Surveys  and  those  of  other  cities  may  be  used  for 

15 


comparison.  In  principle  it  seems  to  be  one  of  the  best  tests.  Where  it  is 
desirable  to  express  the  results  of  the  test  in  one  single  score,  however,  and 
there  is  no  desire  for  a  diagnosis  of  the  ability  of  the  pupils,  some  other  test 
should  be  used. 

Address:    School  of   Education,   University   of  Chicago,   Chicago,   Illinois. 

References:  Judd,  Measuring  the  Work  of  the  Public  Schools,  Survey 
Committee,  Cleveland,  Ohio. 

Heckart,  J.  W. — Cleveland  Survey  Tests  in  Arithmetic  in  the  Miami 
Valley.    El.  Sch.  Jr.  18:  Feb.  1918,  447-457. 

BOBBITT'S  ARITHMETIC  TESTS,   1915 
(University  of  Chicago) 
These  tests  appeared  as  a  part  of  the  Survey  of  the  San  Antonio  Public 
School  System.    They  are  not  published  separately. 

Reference:  A  Survey  of  the  San  Antonio  Public  School  System,  School 
Board,  San  Antonio,   Texas,   1915. 

*THE  WOODY  ARITHMETIC  SCALES,  SERIES  A,  1916 
(University  of  Washington) 

This  series  consists  of  a  separate  scale  for  each  of  the  fundamental 
operations.  As  many  different  types  of  examples  as  could  be  found  for  each 
operation  are  included  in  the  scale.  The  examples  have  been  arranged  in  order 
of  increasing  difficulty  as  determined  statistically.  The  addition  scale  con- 
sists of  38  problems,  each  of  a  different  type,  the  subtraction  scale  35  examples, 
the  multiplication  scale  39,  and  the  division  scale  36.  Twenty  minutes  are 
allowed  for  each  operation.  The  test  is  not  strictly  a  timed  test,  as  twenty 
minutes  are  long  enough  for  most  of  the  pupils  to  complete  the  work.  The 
score  is  the  number  of  the  example  worked  by  exactly  50%  of  the  class.  A 
second  method  of  scoring  the  papers  is  to  find  the  median  of  the  number  of 
examples  worked  correctly  by  each  pupil. 

There  is  some  difference  of  opinion  with  regard  to  the  diagnostic  value 
of  these  scales.  Since  there  is  only  one  type  of  each  example,  a  pupil's  failure 
to  work  the  single  example  of  a  given  type  would  not  necessarily  indicate  his 
inability  to  do  all  examples  of  that  type.  For  diagnosis  of  the  class  as  a 
whole  the  scale  is  no  doubt  more  suited. 

These  tests  have  been  widely  used,  so  that  a  number  of  different  com- 
parisons may  be  made.  There  are  also  the  tentative  standards  of  the  author 
of  the  test. 

Series  B 

In  Series  B  some  of  the  examples  are  omitted,  so  that  the  scales  are 
abbreviated  forms  of  Series  A.  The  time  limit  on  this  series  is  10  minutes 
for  each  operation. 

Address:   Teachers'  College,  Columbia  University,  New  York  City. 

References:  Woody — Measurement  of  Some  Achievements  in  Arithmetic, 
Teachers  College  Contributions  to  Education,  No.  80,  Columbia  University, 
New  York  City,   1916. 

Woody — Measurements  of  Some  Achievements  in  Arithmetic.  School  and 
Society,  4:    August    19,   1916,  229-303. 

Monroe,  W.  S. — An  Experimental  and  Analytical  Study  of  Woody's 
Arithmetic  Scales,  Series,  B.    School  and  Society,  6:  October  6,  1917,  412-420. 

Theisen,  W.  W.,  and  Fleming — The  Diagnostic  Value  of  the  Woody 
Arithmetic  Scales:  a  Reply.    Jr.  Ed.  Ps.  9:  November,  December,  1918. 

BOSTON    RESEARCH    TESTS   IN   ARITHMETIC 

Operations  with  Fractions,   1916 

(By  A.  W.  Kallom) 

These  tests  consist  of  a  series  of  operations  in  the  addition,  subtraction, 
multiplication  and  division  of  fractions.  There  is  a  series  of  six  tests  in 
the  addition  of  fractions,  each  test  of  a  different  type  of  examples;  a  series 

16 


of  five  tests  in  the  subtraction  of  fractions,  four  in  the  multiplication  of  frac- 
tions, and  three  in  the  division  of  fractions.  The  tests  in  multiplication  jind 
division  are  combined  in  one  leaflet,  and  each  of  the  other  two  tests  is  put  up 
in  a   separate   booklet.    The  tests   are   not   printed   for   distribution. 

Address:  Department  of  Educational  Investigation  and  Measurement, 
Boston. 

Reference:  Determining  the  Achievement  of  Pupils  in  the  Addition  of 
Fractions,  Bulletin  No.  7,  School  Document  No.  3,  Boston,  1916. 

*MONROE   DIAGNOSTIC   TESTS   IN   ARITHMETIC,    1916-17 
(University  of  Illinois) 

These  tests  are  somewhat  on  the  order  of  the  Cleveland  Survey  Test.  The 
same  general  plan  is  used  for  constructing  it,  but  it  is  a  much  more  thorough 
test,  and  differs  greatly  from  the  Cleveland  test   in  detail. 

The  series  consists  of  four  parts,  part  1,  operations  with  integers,  intended 
for  grades  4  to  8;  part  2,  operations  with  integers  of  a  somewhat  more  difficult 
form,  intended  also  for  grades  4  to  8;  part  3,  operations  with  common  frac- 
tions in  addition,  subtraction,  multiplication  and  division,  to  be  given  in 
grades  5  to  8;  and  part  4,  an  ingeniously  devised  test  in  decimal  fractions 
for  grades  6  to  8  and  the  high  school.  The  answers  to  the  examples  in 
decimals  are  given  and  the  pupils  merely  insert  the  decimal  point  in  the  proper 
place.    There  are  five  decimal  tests,  all  in  division  and  multiplication. 

It  will  be  noticed  that  the  test  is  spiral  in  character,  proceeding  from 
the  simplest  fundamental  operations  in  part  1  to  the  more  difficult  funda- 
mental operations  in  part  2,  and  then  to  operations  with  common  fractions 
and  decimals.  The  time  required  for  giving  these  tests  varies  from  30  seconds 
to  4  minutes  each.  Each  part  consists  of  five  or  six  separate  tests  on  different 
types  of  examples.  Careful  directions  for  giving  and  scoring  the  tests  and  a 
class  record  sheet  are  included  with  the  materials. 

This  test  promises  to  be  one  of  the  best  diagnostic  tests  which  we  have. 
The  purpose  of  the  test  is  to  diagnose  both  the  class  and  the  individual.  It  is 
well  suited  for  this  purpose  since  there  are  many  examples  in  each  type  of 
problem.  By  this  means  the  teacher  can  get  an  accurate  knowledge  of  the 
needs  of  her  class  and  of  each  individual.  It  is  suggested  that  this  test  be 
used  only  in  making  a  diagnosis  of  the  school,  class  or  individual  and  not 
for  a  general  survey  of  the  school  or  school  system.  Some  mere  general  test, 
as  the  Courtis  Test  or  Woody  Test,  might  be  used  for  determining  the  stand- 
ing of  the  school  system  as  a  whole;  and  then  Monroe's  diagnostic  test  given 
to  the  children  who  are  above  or  below  the  standard,  in  order  to  discover  the 
cause  of  their  proficiency  or  inefficiency  and  their  ability  on  each  type  of 
example. 

The  disadvantage  of  the  test  is  that  it  has  not  yet  been  standardized, 
although  the  author  is'deriving  standards  from  the  returns  of  those  using  the 
tests,  and  these  will  be  available  scon.  However,  if  a  general  test  is  also 
given,  the  standards  are  not  so  important  for  diagnostic  purposes   alone. 

Address:    Walter   S.   Monroe,   University   of   Illinois,   Urbana,   Illinois. 

References:  Monroe — Measuring  the  Results  of  Teaching,  Chapters  4,  5 
and  6. 

Monroe — The  Ability  to  Place  the  Decimal  Point  in  Divisions.  El.  Sch.  Jr. 
18:    December,   1917,  287-293. 

Monroe,  W.  S. — A  Series  of  Diagnostic  Tests  in  Arithmetic.  El.  Sch.  Jr. 
19:    1918,   585-607. 

THE   GUHIN   NUMBER   TESTS,    1917 
This  series   consists  of  two  tests  printed   en  the  same   sheet.    Both   are 
tests  in  the  simplest  addition.    The  standards  are  given  in  terms  of  the  time 
required  for  each  grade  to  work  the  examples  on  one  side  of  the  test  sheet. 
Address:   Hub  City  School  Supply  Company,  Aberdeen,   S.  D. 

THE  GUHIN   PRACTICAL  MEASURING   SET 

This  is  a  set  for  measurement  of  performance  in  denominate  numbers. 
Address:   Hub  City  School  Supply  Company,  Aberdeen,   S.  D. 

17 


WOODY-McCALL  MIXED  FUNDAMENTALS  IN  ARITHMETIC,  1918 
(Teachers'  College,  Columbia  University) 
This  is  similar  to  the  Woody  Scale,  but  it  consists  of  only  one  set  con- 
taining examples  in  all  of  the  fundamental  operations  arranged  in  order  of 
increasing  difficulty.  The  time  allowance  is  twenty  minutes,  which  is  sup- 
posed to  be  sufficient  to  allow  practically  all  children  to  complete  the  test. 
The  examples  are  arranged  in  spiral  form,  that  is,  examples  in  each  funda- 
mental operation  recur  from  time  to  time  in  a  more  difficult  form.  This  test 
is  valuable  for  a  brief  survey  of  a  large  number  of  children,  or  it  may  be 
used  as  a  general  test  when  there  is  not  sufficient  time  to  give  a  more  com- 
plete test.  This  scale  might  also  be  used  to  discover  in  what  fundamental 
operation  the  pupils  are  weakest,  and  then  a  more  complete  test,  at  least 
for  that  operation,  might  be  given,  such  as  the  Courtis  Test  or  the  Woody 
Scale.  This  test  is  a  recent  one,  but  promises  to  be  of  value  in  a  general  way. 
It  is  published  in  several  forms  so  that  it  may  be  repeated  with  the  same 
students  by  using  a  different  form.  Tentative  standards  and  test  materials 
may  be  procured  from  the  Bureau  of  Publications,  Teachers'  College,  Columbia 
University,  New  York  City. 

Address:    Teachers'   College,   Columbia   University,   New   York. 

3.  Practice  Tests  in  Arithmetic 

THE  THOMPSON  MINIMUM  ESSENTIALS  TEST  IN  ARITHMETIC,   1908 
These  tests  described  above  are  supplied  with  sheets  for  oral  and  written 
practice  so  that  they  can  be  used  for  drill    as  well  as  for  tests.    See  descrip- 
tion above. 

Address:    Ginn   and   Company,  New   York   City. 

THE  FASSETT   NUMBER  TESTS,   1914 
See  description  above. 

*THE   STUDEBAKER   ECONOMY   PRACTICE   EXERCISES   IN 

ARITHMETIC,   1916 

(Superintendent,  Des  Moines,  Iowa) 

This  series  consists  of  a  number  of  cards  on  which  are  printed  a  variety 

of  exercises   in   the   fundamental   operations   with   spaces   cut   out  under   the 

exercises   so  that  the  pupils  can   work  the  examples  through  the  spaces  on 

ordinary  paper  placed  beneath  the  cards.   There  are  a  number  of  cards  for  each 

operation  so  as  to  give  the  children  ample  opportunity  for  practice.    The  cards 

for    multiplication    and    division   are    provided    with    large    spaces    below    the 

examples  so 'that  all  of  the  work  may  be   included. 

Set  B   3   for   smaller  rural   schools,   the   set   containing    100   cards,   costs 
$2.50.    A  Teacher's  Manual  for  the  use  of  the  tests,  and  a  Teacher's   Daily 
Record  Sheet  and  other  material  are  included  in  the  outfit. 
Address:   Scott,  Foresman  and  Company,  Chicago. 

*C0URTIS   STANDARD   PRACTICE   TESTS   IN   ARITHMETIC,   1916 

(Bureau  of  Research,  Detroit) 

These  tests  consist  of  32  lessons  in  different  phases  of  the  fundamental 
operations,  and  several  tests,  printed  on  cards.  Before  giving  the  practice 
series,  lesson  number  13  (Test  A)  is  given  to  the  pupils.  This  test  consists 
of  several  examples  in  each  of  the  fundamental  operations,  and  is  given  in 
order  to  find  out  the  achievement  of  the  pupils  in  each  operation.  After  this 
the  kind  of  practice"  tests  are  given  in  which  the  pupils  need  most  help. 

Each  lesson  is  printed  on  a  separate  card,  and  the  examples  are  so 
varied  that  every  type  of  example  in  the  fundamental  operations  is  included 
for  practice.  Each  pupil  is  supplied  with  a  tablet  of  tissue  paper  so  that  the 
pupil  places  one  of  the  sheets  over  a  card  and  merely  writes  the  answers  in 
the  proper  place.  The  time  required  for  working  one  of  the  lessons  is  taken, 
and  the  lesson  is  repeated  until  the  pupil  is  up  to  standard  in  time  and  ac- 
curacy. Then  the  succeeding  lesson  is  prepared  in  the  same  way.  One  sheet 
of  exercises  may  be  used  by  several  pupils. 

18 


This  is  an  excellent  method  of  providing  drill  for  the  pupils  who  are 
below  the  standard  in  the  fundamental  operations.  It  may  also  be  used 
to  good  advantage  for  the  purpose  of  giving  individual  instruction  either  to 
pupils  below  standard  or  below  the  median  of  the  class  or  to  those  above 
standard  in  some  phases  of  arithmetic  and  either  behind  or  up  to  standard 
in  other  elements.  By  means  of  this  device  a  teacher  can  devote  her  time  to 
the  median  part  of  the  class,  the  50%  who  can  profit  most  by  ordinary  class 
instruction,  and  give  individual  instruction  in  the  phases  of  mathematics 
needed  by  those  who  are  behind  standard  and  to  those  who  are  above 
standard.  To  the  latter  she  might  assign  a  greater  number  of  reasoning 
problems.  In  this  way  each  pupil  can  work  at  his  own  rate  of  speed  and  the 
instruction  needed  by  each  individual  is  provided  without  waste  of  time,  either 
by  the  teacher  or  by  the  pupil. 

Until  there  are  differentiated  courses  of  study,  or  until  some  provision  is 
made  for  individual  instruction,  this  is  one  of  the  best  plans  for  giving  atten- 
tion to  the  highest  and  the  lowest  qualities  of  the  class.  According  to  the 
present  method  many  teachers  spend  the  greater  part  of  their  time  in  instruct- 
ing the  dullest  pupils  in  the  class,  while  the  other  approximate  three-fourths 
of  the  class  suffer  as  a  consequence.  It  should  also  be  borne  in  mind  that  the 
time  devoted  to  these  dullest  pupils  is  the  time  most  wastefully  spent  by 
the  teachers.  It  requires  very  much  more  time  and  energy  on  her  part  to 
teach  these,  and  in  the  end  they  accomplish  far  less,  even  with  the  greater 
expenditure  of  time,  than  the  gifted  or  average  members  of  the  class.  It  is 
the  more  gifted  after  all  who  are  most  likely  to  profit  by  the  instruction 
they  get  out   of   school  and    make   the   most   use   of   it. 

Address:   World  Book  Company,  Yonkers-on-Hudson,  New  York. 

SELECTED    GENERAL    BIBLIOGRAPHY    ON    ARITHMETIC    TESTS 

Ashbaugh,  E.  J. — The  Arithmetical  Skill  of  Iowa  School  Children.    University 

of  Iowa  Extension  Bulletin,  1916. 
Ballard,  P.  B.  Norms  of  Performance  in  Simple  Oral  Arithmetic.    Jr.  Exper. 

Ped.  4:   1918,  236-238. 

Ballon,  P.  W. — Educational  Standards  and  Educational  Measurements.  School 
Document  No.   10,  1914.    Boston  Public  Schools. 

Boston.  Department  of  Educational  Investigations  and  Measurements.  Pro- 
visional Minimal  Standards  in  Addition,  Subtraction,  Multiplication  and 

Division  for  Pupils  in  Grades  4  to  8,  1914,  Doc.  No.  9. 

Arithmetic.    School  Document  No.  5,   1918. 

Buckingham,  B.  R. — Notes  on   the  Derivation   of  Scales   in   School   Subjects: 

with    Special   Application    to    Arithmetic.     Fifteenth    Yearbook,    National 

Society,  Pt.  I,  1916,  23-40. 

Counts,  G.  S. — Arithmetic  Tests  and  Studies  in  the  Psychology  of  Arithmetic. 

Chicago,  111.,  University  of  Chicago  Press,   1917. 
Courtis,  S.  A. — Annual  Accountings  of  the  Courtis  Standard  Research  Tests. 

Detroit,  Michigan. 

Kviins,  J.  E.,  and  Knoche,  F.  E. — The  Effects  of  Special  Drill  in  Arithmetic  as 
Measured  by  the  Woody  and  the  Courtis  Arithmetic  Tests.  Jr.  Ed.  Ps. 
10:   May  and  June,  1919,  263-276. 

Finley,  G.  W. — Comparative  Study  of  Three  Diagnostic  Arithmetic  Tests, 
Research  Bulletin,   1920,  Colorado  State  Teachers  College,  Greeley. 

Haggerty,  M.  E. — Arithmetic:  a  Co-operative  Study  in  Educational  Measure- 
ments.  Bloomington,  End.  1915,  385-508.    (Indiana  University  Studies,  27.) 

Hanus,  P.  H.,  and  Gaylord,  H.  D. — Courtis  Arithmetic  Test  Applied  to  Em- 
ployes in  Business  Houses.  Ed.  Admin.  &  Super.  3:  November,  1917, 
505-520. 

Jessup,  W.  A.,  and  Coffman,  L.  D. — The  Supervision  of  Arithmetic,  New  York, 
1915,  pp.  225. 

Kallom,  A.  W. — The  Importance  of  Diagnosis  in  Educational  Measurements. 
Jr.    Ed.    Ps.     10:     1919,    1-12. 

19 


Mead,  C.  D.,  and  Johnson,  C.  W. — Testing  Practice  Material  in  the  Funda- 
mentals of   Arithmetic.    Jr.   Ed.   Ps.   9:    1918,  287-297. 

Minnick,  J.  A. — Mathematical  Tests — Their  Relation  to  the  Mathematics 
Teacher.    Math.  Teacher  11:  June,  1919,  199-205. 

Moore,  R.  C— The  Psychology  of  Number.    Jr.  Exper.  Ped.  4:   1918,  221-236. 

Phillips,  F.  M. — Relation  of  Initial  Ability  to  the  Extent  of  Improvement 
in  Certain  Mathematical  Traits.    Ped.  Sem.  26:   330-355,  December,  1919. 

Rice,  J.  M. — Educational  Research — Arithmetic.  Forum  34:  October- June, 
1902    (initial   study). 

Rogers,  Agnes  L. — Tests  of  Mathematical  Ability — Their  Scope  and  Sig- 
nificance.   Math.  Teacher  11:   June,  1919,  145-164. 

Starch  and  Elliott— Reliability  of  Grading  Work  in  Mathematics.  Sch.  Rev. 
21:    April,   1913,  254-259. 

Thorndike,  E.  L. — Measurements  of  Ability  to  Solve  Arithmetical  Problems. 
Ped.  Sem.  21:  December,  1914,  495-503. 

Thorndike,  E.  L. — The  Relation  Between  Speed  and  Accuracy  in  Addition. 
Jr.  Ed.  Ps.  5:  November,  1914,  537  ff. 

Uhl,  W.  L. — The  Use  of  Standardized  Materials  in  Arithmetic  for  Diagnosing 
Pupils'  Methods  of  Work.    El.  Sch.  Jr.  18:  November,  1917,  215  ff. 

University  of  Pittsburgh — Extension  Division.  A  Study  of  Arithmetic  in 
Western  Pennsylvania.    Bulletin   No.  20,  July,   1919. 

Wise,  C.  T. — A  Survey  of  Arithmetical  Problems  Arising  in  Various  Occupa- 
tions.   El.  Sch.  Jr.  20:  1919,  118-136. 

Ill— HANDWRITING 

HANDWRITING,  MARCH,  1910 

Handwriting  presents  several  peculiar  difficulties  for  the  examiner.  It  is 
not  so  definite  a  subject  as  spelling  or  arithmetic.  In  these  subjects  the  ele- 
ments used  are  either  right  or  wrong,  whereas  there  are  all  kinds  of  hand- 
writing, varying  from  barely  legible  to  very  beautiful  handwriting.  In  general 
two  types  of  scales  have  been  devised  for  measuring  the  quality  of  hand- 
writing. 

According  to  the  first  type  one  aims  to  decide  upon  the  quality  of  the 
writing  by  the  general  impression  of  the  specimen.  It  is  assumed  that  in 
ordinary  life  the  handwriting  of  a  person  is  not  carefully  studied  or  analyzed 
to  discover  its  faults  and  virtues,  but  it  is  judged  to  be  good  or  bad  merely 
by  the  impression  it  makes.  The  different  scales  of  this  first  type,  however, 
differ  among  themselves  as  to  the  basis  upon  which,  or  the  distinct  qualities 
by  which,  ones  impression  of  handwriting  is  determined.  Ayres  assumes 
that  legibility  alone  is  the  determining  factor,  and  that  writing  is  good  if  it  is 
easily  legible.  Thorndike,  on  the  other  hand,  assumes  that  we  judge  hand- 
writing on  the  basis  of  legibility,  beauty  and  general  merit. 

The  second  type  of  writing  scale  attempts  to  analyze  the '  factors  of 
handwriting  into  their  most  important  elements  and  to  judge  these  elements 
separately.  These  are  the  diagnostic  and  analytic  scales,  of  which  there  are 
now  several. 

In  all  of  the  tests  for  handwriting,  speed  and  quality  are  scored  sepa- 
rately. The  score  for  speed  can  easily  be  secured  by  having  the  children  write  a 
familiar  selection  from  two  to  four  minutes.  The  letters  written  in  that  time 
by  each  pupil  are  then  counted,  and  the  average  number  of  letters  written 
per  minute  is  taken  as  the  score  for  rate  of  writing.  Sometimes  the  pro- 
cedure of  giving  the  rate  test  is  modified  so  that  the  pupils  need  not  know 
that  they  are  being  timed  or  are  taking  a  test. 

*THORNDIKE'S  SCALE   FOR  MEASURING  THE  HANDWRITING  OF 
CHILDREN   IN   GRADES   FIVE   TO   EIGHT,   1910 
(Teachers'  College,  Columbia  University) 
This  was  one  of  the  first  scales  of  any  kind  to  be  used  in  the  measure- 
ment  of   school   subjects.    The   scale    is   constructed   and   the   quality   of   the 

20     ' 


specimens  to  be  judged  is  rated  on  the  basis  of  "legibility,  beauty  and  general 
merit"  of  the  handwriting.  The  specimens  were  judged  and  ranked  by  about 
23  to  55  expert  judges  of  handwriting  on  the  basis  of  the  three  qualities  men- 
tioned above,  their  judgment  being  given  on  one  thousand  samples  obtained 
from  school  children  in  grades  5  to  8.  These  specimens  were  divided  into  four- 
teen different  classes  according  to  quality  in  such  a  way  that  each  step 
was  equal  in  merit  to  the  step  between  any  other  two  successive  specimens  of 
the  scale.  The  unit  of  the  scale  equals  approximately  one-tenth  of  the  dif- 
ference between  the  best  and  the  worst  of  the  formal  writings  of  one  thousand 
children.  The  scale  begins  with  specimen  4,  which  is  barely  legible,  and 
extends  up  to  specimen  18,  which  is  a  perfect  copy  book  model.  The  speci- 
mens are  given  in  no  one  system  of  writing,  but  every  kind  of  slant  and  style 
is  used  in  the  scale. 

Some  of  the  qualities  contain  only  one  example  or  one  specimen,  while 
other  qualities  are  illustrated  by  as  many  as  three  or  four  examples.  This 
arrangement  is  a  disadvantage,  since  that  quality  represented  by  four  ex- 
amples or  four  different  styles  of  handwriting  is  more  likely  to  be  assigned 
often  in  judging  writing  than  other  qualities  of  which  there  is  only  one 
specimen.  The  tendency  is  very  strong  to  select  a  degree  of  merit  for  the 
score  of  a  given  specimen  which  contains  handwriting  similar  in  form  to  that 
of  the  specimen,  notwithstanding  the  advice  of  the  author  to  be  careful  to 
judge  solely  on  the  basis  of  quality  without  regard  to  similarity  of  form 
and  appearance  of  the  specimen  to  that  on  the  scale.  Experience  shows  that 
the  scores  9  and  11,  both  of  which  are  illustrated  by  three  examples,  are 
more  often  assigned  than  10,  of  which  there  is  only  one  sample. 

To  score  a  specimen  the  examiner  should  compare  it  with  those  of  the 
lower  end  of  the  scale,  and  then  move  it  toward  the  upper  end  until  a  quality 
of  writing  is  found  which  is  approximately  the  same  as  that  of  the  specimen. 
The  number  of  that  quality  of  writing  is  taken  as  the  score.  Decimals  may 
be  used  with  any  score  to  indicate  degrees  of  difference  not  shown  on  the 
scale. 

•  While  it  might  seem  at  first  that  this  method  of  judging  handwriting  is 
not  more  exact  than  the  old  method  of  grading  by  percentage,  repeated  tests 
prove  that  usually,  even  without  experience  in  using  the  scale,  the  scoring 
by  means  of  this  scale  is  far  more  accurate  than  when  done  by  the  old  plan. 
Practice  in  the  use  of  the  scale  gives  a  very  great  advantage  over  the  old 
percentile  method  of  grading  handwriting.  Aside  from  the  accuracy,  the  scale 
is  of  great  value  because  of  the  objective  standards  which  it  gives  and  the 
basis  of  comparison  which  it  offers  for  the  comparing  of  the  grading  of  one 
teacher  or  of  the  attainment  of  one  school  system,  or  school,  or  class  with 
that  of  another.  The  standard  scores  obtained  from  the  writing  of  thousands 
of  other  children  of  each  grade  in  different  parts  of  the  United  States  enable 
the  teacher  to  compare  the  work  of  her  school  with  that  done  by  other  schools 
throughout  the  country.  Before  the  invention  of  such  scales  there  was  no 
means  of  comparing  the  work  of  one  school  with  that  of  others. 

If  the  teacher  desires  to  determine  the  amount  of  improvement  attained 
by  the  use  of  the  scale  over  the  old  plan  of  percentile  grading  without,  a 
scale,  she  will  find  a  convenient  method  of  doing  so  outlined  in  Thorndike's 
Teachers'  Estimates  of  the  Quality  of  Specimens  of  Handwriting,  Teachers 
College  Record,  Vol.  15,  No.  5,  1914,  Columbia  University,  New  York  City. 
This  contains  live  problems  which  may  be  worked  out  and  fifty  specimens  of 
handwriting  to  be  graded  by  the  percentile  method  and  by  the  use  of  the 
scale.  The  average  judgments  of  a  large  number  of  expert  judges  of  hand- 
writing are  given  as  standards  and  as  a  basis  of  comparison.  These  speci- 
mens also  provide  an  excellent  means  of  gaining  practice  in  the  use  of  the 
writing  scale.  Every  teacher  who  intends  to  do  much  testing  by  the  use  of 
handwriting  scales  should  have  some  such  practice  as  is  provided  for  by  these 
practice  specimens.  The  working  of  these  problems  will  convince  anyone  of 
the  superiority  of  the  writing  scales  to  the  percentile  plan  of  grading  samples 
of  writing. 

The  Thorndike  Scale  has  been  used  very  widely  in  school  surveys,  so 
that  we  have  good  standards  for  both  speed  and  quality  of  writing,  and  an 

21 


excellent  basis  of  comparison  with  the  achievements  in  other  cities.  The  score 
for  speed  is  determined  by  counting  the  number  of  letters  written  by  each 
pupil  during  a  period  of  two  to  four  minutes  and  finding  the  average  number 
of  letters  written  per  minute.  The  median  of  these  scores  represents  the  class 
score. 

Address:  Bureau  of  Publications,  Teachers'  College,  Columbia  University, 
New  York  City. 

References:  Thorndike,  E.  L. — Handwriting;  Reprint  from  Teachers' 
College  Record,  Vol.  II,  No.  2,  March,  1910. 

Thorndike,  E.  L. — Teachers'  Estimates  of  the  Quality  of  Specimens  of 
Handwriting.     Teachers'    College    Record    15:    November,    1914,    279-291. 

Thorndike,  E.  L. — Means  of  Measuring  School  Achievements  in  Hand- 
writing.   Ed.  Adm.   &   Super.   1:    May,   1915,  300-305. 

*AYRES  MEASURING  SCALE  FOR  HANDWRITING,  THREE  SLANT 

EDITION,    1912 
(Russell  Sage  Foundation) 

This  scale  was  devised  upon  the  basis  of  legibility  alone.  All  of  the 
original  samples  used  in  the  derivation  of  the  scale  were  taken  from  the 
fifth  grade  alone.  The  specimens  were  arranged  so  that  the  words  were  placed 
out  of  their  natural  context,  and  then  submitted  to  ten  competent  judges. 
They  were  asked  to  read  the  specimens,  .and  the  time  required  for  reading 
each  specimen  was  taken  with  a  stop  watch.  The  average  time  required  for 
reading  each  of  the  specimens  was  taken  and  those  specimens  requiring 
the  longest  time  for  reading  were  placed  at  the  lower  end  of  the  scale.  The 
specimens  were  then  arranged  in  eight  degrees  of  merit  so  that  each  step 
was  of  equal  value,  and  numbered  by  tens  from  20  to  90.  Each  quality  on 
the  scale  contains  specimens  of  three  degrees  of  slant,  vertical,  semi-slant 
and   full  slant   or   business   writing. 

To  use  this  scale  the  specimen  to  be  scored  is  placed  along  the  scale 
and  compared  with  specimens  of  each  quality,  and  the  score  of  that  quality 
on  the  scale  which  is  most  similar  to  the  specimen  is  assigned  to  it.  Inter- 
mediate figures  may  also  be  used. 

The  test  is  issued  in  convenient  form.  It  has  the  advantage  of  including 
all  three  degrees  of  slant  and  an  equal  number  of  specimens  under  each 
quality.  It,  too,  has  been  widely  used  in  surveys.  There  is  little  agreement 
as  to  the  comparative  merits  of  the  Ayres  Scale  and  the  Thorndike   Scale. 

Address:    Russell    Sage    Foundation,    New    York    City. 

References:  Ayres — A  Scale  for  Measuring  the  Quality  of  Handwriting  of 
School  Children,  Bulletin  E   113,  Russell  Sage  Foundation,  New  York  City. 

Breed,  F.  S.,  and  Culp,  V. — An  Application  and  Critique  of  the  Ayres' 
Handwriting  Scale.    School  and  Society  2:  October  30,  1915,  639-647. 

Gray,  T.  C. — The  Training  of  Judgment  in  the  Use  of  the  Ayres'  Scale 
for  Handwriting.    Jr.  Ed.  Psych.  6:   February,  1915,  85-98. 

King,  I.,  and  Johnson,  H. — The  Writing  Abilities  of  the  Elementary  and 
Grammar  School  Pupils  of  a  City  System  Measured  by  the  Ayres'  Scale. 
Jr.  Ed.  Ps.  3:  November,  1912,  514-520. 

*THE  FREEMAN  CHART  FOR  DIAGNOSING  FAULTS  IN  HANDWRITING, 

1914 
(University  of  Chicago) 
This  chart  consists  of  five  separate  scales  all  printed  on  one  sheet  for 
each  of  the  following  qualities:  uniformity  of  slant,  uniformity  of  alignment, 
quality  of  line,  letter  formation  and  spacing.  There  are  three  degrees  of 
merit  in  each  one  of  the  scales,  qualities  1,  3  and  5.  The  intermediate  quali- 
ties 2  and  4  may  be  used  if  desired.  Each  one  of  the  scales  contains  two  or 
more  specimens  under  each  quality.  The  writing  is  rated  for  each  one  of 
these  five  qualities  separately,  and  scored  1,  3  or  5.  These  scores  arc  added  for 
the  total  score.  A  letter  gauge  consisting  of  lines  of  different  angles  marked 
on  tissue  paper   is  used   for  determining  the  uniformity  of  slant.    An  align- 

22 


ment  gauge  also  drawn  on  tissue  paper  is  used  for  determining  the  uniformity 
of  alignment.  .Some  of  the  words  in  the  specimen  illustrating  quality  of 
line  are  magnified  in  order  to  reveal  the  errors  more  clearly.  In  the  speci- 
mens under  letter  formation  the  defects  are  indicated  by  small  arrows  point- 
ing toward  them.    Deficiencies  in  spacing  are  pointed  out  by  marks. 

This  chart  is  an  analytical  scale  for  the  purpose  of  making  a  careful 
diagnosis  of  the  faults  in  handwriting.  This  method  of  judging  handwriting 
is  very  much  slower  and  more  difficult  than  the  method  of  deciding  on  the 
merit  of  a  specimen  by  the  general  impression.  It  is  important,  however,  for 
the  teacher  to  know  what  specific  faults  are  involved  in  the  inferior  hand- 
writing. For  this  reason  it  is  suggested  the  students  who  rank  lowest  in 
the  general  test  be  graded  in  a  special  test  by  the  Freeman  Scale  in  order  to 
discover  the  nature  of  the  errors. 

Knowing  what  specific  faults  are  made,  however,  does  not  explain  the 
cause  of  these  mistakes.  To  discover  their  cause  will  necessitate  watching 
the  pupils  carefully  while  they  are  writing.  This  can  be  done  for  those 
who  take  the  Freeman  test  or  those  who  offer  the  greatest  difficulty  in  order 
to  discover  and  correct  the  cause  of  the  deficiency.  The  teacher  should  then 
give  these  pupils  individual  attention  and  point  out  to  them  the  cause  of  the 
difficulty  and  give  them  individual  drill  for  correcting  the  mistakes. 

The  Freeman  Test  is  too  difficult  to  use  in  most  surveys,  but  it  is  an 
excellent  test  for  diagnostic  purposes.  It  has  been  standardized  by  the  author 
for  both  rate  and  quality  of  writing.  Price  25  cents.  One  copy  needed  for 
each  examiner. 

Address:    Houghton   Mifflin   Company,   Chicago. 

References:  Freeman — An  Analytical  Scale  for  Judging  Handwriting, 
Elementary  School  Journal  15:  April,  1915,  pp.  432-441. 

Freeman — The  Teaching  of  Handwriting,  Houghton  Mifflin  Co.,  Boston, 
1914. 

Freeman,  F.  N. — Handwriting  Tests  for  Use  in  School  Surveys.  Elem.  Sch. 
Jr.    10:    February,    1916,   291-301. 

Whitney,  F.  L. — The  Pedagogy  of  the  Freeman  Handwriting  Scale.  Am. 
Sch.  Bd.  Jr.  50:   June,  1915,  16,  65-66. 

THE   MONROE   RECORD   SHEET   FOR   HANDWRITING,   USING   THE 

AYRES  SCALE,   1914-15 

(University  of  Illinois) 

On  one  side  of  the  sheet  is  a  record  blank  for  tabulating  the  results  of 

the  writing  tests  in  rate  and  quality.    On  the  back  of  the  sheet  are  general 

instructions    for   obtaining   samples   and   rating   the    specimens,   finding   class 

medians,  and  evaluating  the  results.    Standards  are  also  given. 

Address:  Bureau  of  Educational  Measurements  and  Standards,  Kansas 
State  Normal  School,  Emporia,  Kansas. 

THE  GRAY  STANDARD  SCORE  CARD  FOR  MEASURING  HANDWRITING, 

JULY,  1915 
(University  of  Texas) 

Tli is  score  card  divides  the  essential  qualities  of  handwriting  into  nine 
different  items.  These  qualities  and  the  perfect  score  for  each  quality  are 
given  below: 

1.  Heaviness    3 

2.  Slant    5 

Uniformity 
Mixed 

3.  Size    7 

Uniformity 
Too  large 
Too  small 

4.  Alignment    8 

23 


5.  Spacing  of  lines 9 

Uniformity 
Too  close 
Too  far  apart 

6.  Spacing  of  words 11 

Uniformity 
Too  close 
Too  far  apart 

7.  Spacing  of  letters 18 

Uniformity 
Too  close 
Too  far  apart 

8.  Neatness    13 

Blotches 
Carelessness 

9.  Formation  of  letters .  .   26 

General  form 8 

Smoothness   6 

Letters  not  closed  5 
Parts  omitted....  5 
Parts  added. .....  2 

Total  Score 

These  scores  when  added  give  a  total  score  of  100  points  as  the  highest 
possible   score. 

Gray  has  three  forms  of  these  score  cards,  a  large  one  for  the  teacher 
or  examiner,  a  medium  size  card  for  scoring  the  results  of  each  pupil  and 
riling,  and  a  small  individual  report  card  for  eacli  child  to  take  home.  The 
values  assigned  to  the  different  qualities  have  been  carefully  determined  by 
a  statistical  study  of  the  returns  from  seventy-five  competent  judges  of 
handwriting,  consisting  of  teachers  and  supervisors  of  writing,  elementary 
school   teachers,   and   students   and   teachers   of   education. 

This  method  of  judging  handwriting  is  defended  on  the  ground  that 
the  score  card  has  long  been  used  successfully  in  making  judgments  of  wheat 
and  cattle,  and  is  now  being  used  in  judging  school  buildings,  rating  teachers 
and   students   and   other   such   purposes. 

Address:   C.  Truman  Gray,  University  of  Texas. 

Reference:  Gray — A  Score  Card  for  the  Measurement  of  Handwriting. 
Bulletin,  University  of  Texas,  1915,  No.  37. 

THE  JOHNSON  AND  STONE  HANDWRITING  SCALE,  FEBRUARY,  1916 
This  is  an  analytical  scale  based  upon  several  factors  including  move- 
ment and  an  analysis  of  legibility.  There  are  seven  factors  considered:  letter 
formation,  uniformity  of  slant,  uniformity  of  alignment,  spacing,  quality  of 
line,  size  and  degree  of  slant.  Each  specimen  of  the  scale  is  accompanied 
by  an  explanation  of  its  faults  and  merits.  The  scale  is  not  published  for 
use,  but  is  printed  in  the  following  reference. 

Johnson  and  Stone — Measuring  the  Quality  of  Handwriting,  Elementary 
School  Journal  16:   February,  1916,  pp.  302-315. 

THE  MINNESOTA  HANDWRITING  TESTS,  1917 
(Date  uncertain) 
These  tests  consist  of  a  blank  sheet  of  paper  with  spaces  for  the  heading 
(name,  grade,  etc.),  and  a  stanza  printed  at  the  head,  the  first  stanza  of 
"Sing  -a  Song  of  Six  Pence"  to  be  written  for  three  minutes.  The  specimens 
are  to  be  measured  by  means  of  the  Ayres  Scale.  Complete  directions  for 
giving  and   scoring  the   tests   are  given   in   an  accompanying   folder. 

Address:  Bureau  of  Co-operative  Research,  University  of  Minnesota, 
Minneapolis,  Minnesota. 

24 


THE  BREED  AND  DOWNS  HANDWRITING  SCALE,  MARCH,  1917 
This  scale  was  made  chiefly  for  local  use  as  a  result  of  a  survey  of  hand- 
writing in  the  schools  of  Highland  Park,  Michigan.  The  specimens  were 
scored  by  means  of  the  Thorndike  Scale  and  then  five-step  scales  were  con- 
structed for  each  of  four  school  grades.  The  construction  of  such  a  scale 
for  each  grade,  no  doubt,  stimulates  great  interest  among  the   pupils. 

References:  Breed  and  Downs — Measuring  and  Standardizing  the  Hand- 
writing in  a  School  System.   Elementary  School  Journal,  Vol.  17,  March,  1917. 

*AYRES   MEASURING    SCALE    FOR    HANDWRITING,    GETTYSBURG 

EDITION,  MARCH,  1917 

(Russell   Sage  Foundation) 

This  scale  differs  from  the  author's  other  scales,  particularly  the  "Three 
Slant  Edition,"  in  that  here  all  the  specimens  are  written  in  one  slant,  a  busi- 
ness hand;  the  specimens  are  written  on  ruled  paper;  the  subject  matter  is 
the  same  in  all  the  tests,  namely  the  first  three  sentences  of  Lincoln's  Gettys- 
burg Address;  the  time  limit  is  two  minutes  in  all  tests;  and  the  specimens 
are  reproduced  in  blue-black  or  fountain  pen  ink.  In  addition  to  this  the 
standards  for  speed  and  rate  for  each  grade  from  the  fifth  to  the  eighth 
are  given  on  the  scale,  and  instructions  for  giving  the  test  and  scoring 
the   results   are   included. 

The  author  says  of  the  scale,  "The  purpose  of  the  changes  introduced 
in  the  present  edition  is  to  increase  the  reliability  of  measurements  of  hand- 
writing through  standardizing  methods  of  securing  and  scoring  samples,  and 
through  making  numerous  improvements  in  the  scale  itself  designed  to  reduce 
variability    in    the   results    secured    through    its    use." 

This  scale  was  used  in  the  surveys  of  Cleveland  and  Gary. 

Address:    Russell   Sage   Foundation,   New   York  City. 

Reference:  Breed,  F.  S. — Comparative  Accuracy  of  the  Ayres  Handwrit- 
ing  Scale,   Gettysburg  Edition.    El.    Sch.   Jr.    18:    February,    1918,   458-463. 

THE  ZANER  HANDWRITING  SCALES  AND  STANDARDS  FOR  GRAMMAR 
GRADES,  HIGH  SCHOOLS,  ETC.,  1917 

This  scale  was  constructed  for  judging  writing  of  students  of  the  Zaner 
method.  It  really  consists  of  several  scales  constructed  in  a  similar  manner. 
The  first  one  contains  samples  ranging  from  quality  30  progressively  by  ten 
points  to  quality  90.  Three  methods  of  marking  are  indicated,  the  one  by 
the  figures  referred  to,  another  by  letters  A,  B,  C,  D  and  E,  and  the  third  by 
the  explanations  Very  Poor,  Poor,  Fair,  Good  and  Excellent.  The  second 
scale  written  on  the  lower  half  of  the  page  illustrates  styles  as  well  as 
qualities  of  writing.  Under  each  specimen  is  a  criticism  pointing  out  the 
defects  or  the  superior  qualities  of  the  writing.  This  scale  is  graded  from 
45  to  95,  progressively  by  tens,  as  well  as  by  the  other  two  methods.  The 
suggestion  is  made  that  the  examiner  compare  the  writing  with  both  scales, 
and  if  desirable  assign  the  intermediate  values  indicated  in  the  second 
scale.  Below  this  scale  are  suggestions  defining  and  analyzing  form,  movement 
and   speed   and    indicating  methods   of  judging   these   qualities. 

Below  this  is  a  third  scale  which  consists  of  samples  of  the  alphabet 
written  in  capitals  and  small  letters.  Only  three  qualities,  55,  75  and  95, 
appear   on    this   scale. 

The  fourth  is  a  scale  of  three  degrees  of  quality  for  figures,  the  three 
qualities  being  represented  by  the  scores  60,  75  and  95. 

A  fifth  scale  includes  three  samples  of  drill  work  of  two  kinds,  num- 
bered qualities  50,  70  and  90. 

Finally  three  specimens  are  given  to  illustrate  the  average  rating  of 
form  and  movement  combined.    These  specimens  are  numbered  60,  65  and  95. 

Standards  are  published  on  the  sheet  with  the  scales.    Price  25  cents  each. 

Address:    Zaner  and  Blossom   Company,  Columbus,   Ohio. 

KANSAS   CITY   WRITING   SCALE,   DECEMBER,   1917 
This    is   another   example   of   a   writing   scale   constructed   for   local   use. 
Address:  Bureau  of  Research  and  Efficiency,  Kansas  City,  Missouri. 

25 


*COURTIS  STANDARD  RESEARCH  TESTS,  SERIES  W,  WRITING,  1917-18 
(Research  Bureau,  Detroit) 

This  test  consists  of  two  separate  tests,  the  first  one  being  given  on  two 
standardized  paragraphs,  paragraph  1  and  paragraph  2,  the  former  containing 
164  letters,  and  the  latter  varying  in  length,  since  the  child's  name,  age, 
grade,  and  school  and  the  date  constitute  the  subject  matter  to  be  written. 
The  second  test  is  a  test  for  which  the  subject  matter  is  names  and  addresses 
amounting  to  279  letters  to  be  arranged  in  alphabetical  order. 

The  children  practice  test  1  on  the  day  previous  to  the  test  but  do 
not  see  test  2.  At  the  time  of  the  test  a  writing  blank  is  furnished  to  each 
child,  and  the  paragraphs  to  be  copied  are  printed  on  this  blank.  The  pupils 
must  write  each  of  these  paragraphs  once.  The  test  is  timed  by  writing  a 
table  of  numerals  from  1  to  20  on  the  board  and  counting  each  unit  as  15 
seconds.  The  examiner  points  to  the  numerals  consecutively  as  15  seconds 
velapse,  and  the  pupils  are  instructed  to  write  on  their  papers  the  number  to 
which  the  examiner  is  pointing  as  they  finish  writing  the  paragraph.  They 
immediately  begin  copying  paragraph  2,  and  then  write  in  the  proper  blank 
on  the  paper  the  time  indicated  by  the  examiner  when  they  complete  this. 
Time  is  called  at  the  end  of  five  minutes  if  some  are  #till  writing. 

On  the  other  side  of  the  paper  is  a  blank  for  test  2,  filing  names  and 
addresses  which  are  given  at  the  top.  After  the  test  has  been  explained  and 
illustrated  one  minute  is  allowed  for  study  and  then  two  minutes  for  the 
test. 

The  specimens  are  scored  by  the  Ayres  Scale,  Gettysburg  Edition. 

A  score  card  is  furnished  which  gives  a  count  of  the  letters  in  tests  1 
and  2  and  a  record  blank  for  each  pupil.  A  class  record  sheet  is  included  for 
tabulating  the  results.  Folder  B  and  Folder  C  give  complete  explanations 
of  the  test  and  instructions  for  giving  and  scoring  the  test  for  rate  and 
quality.  In  Folder  C  a  formula  is  given  for  converting  the  values  of  the 
Thorndike  Scale  into  those  of  the  Ayres  Scale.  Standards  are  given  in 
Folder  C, 

Test  1  is  a  "maximum  performance"  test.  "That  is  the  test  is  given  after 
practice,  the  children  are  told  not  to  hurry  and  are  urged  to  do  their  best. 
Their  attention  is  directed  specifically  to  handwriting."  Test  2  is  a  timed 
"free  choice"  test.  Attention  is  not  directed  specifically  to  handwriting.  The 
material  is  new,  so  that  attention  must  be  diverted  to  reading  the  copy. 
Children   choose   for  themselves  the   rate   and   quality   of   the   writing. 

Address:  S.  A.  Courtis,  82  Eliot  Street,  Detroit,  Michigan. 

THE   HOLMES   PENMANSHIP   TESTS,    1917-18 
(Harvard  University) 

This  series  consists  of  minute  directions  and  standardized  procedure  for 
administering  the  tests,  which  are  to  be  scored  by  the  Ayres  Scale,  Three  Slant 
Edition.  The  instructions  to  the  examiners,  as  well  as  the  selection  to  be 
written  and  the  directions  to  the  pupils,  are  all  standardized.  There  are  a 
dictation  test  and  two  practice  tests  of  15  seconds  each,  followed  by  a  one- 
minute  test  and  a  four-minute  test. 

The  tests  are  to  be  repeated  at  a  later  date.  In  the  meantime  the  pupils 
are  required  to  practice  15  minutes  a  day  in  penmanship,  but  without  instruc- 
tion in  penmanship.  By  this  means  improvement  under  standard  conditions 
can  be  measured,  and  a  standard  of  improvement  based  upon  a  time  unit  of 
practice    can   be   derived. 

Address:    Professor    Holmes,    Harvard    University,    Cambridge,    Mass. 

Reference:  Educational  Survey  of  the  Public  Schools  of  Brookline,  Mass. 

THE  FRAZIER  SCALE  FOR  HANDWRITING,  1918 
(State  Normal  School,  Cheney,  Washington) 

The  specimens  for  the  construction  of  this  scale  were  selected  by  rank- 
ings on  the  Thorndike  Scale  and  the  judgment  of  a  competent  penmanship 
teacher.     Several   improvements   over   the    Thorndike   Scale   have   been    intro- 

26 


duced  in  the  arrangement  of  the  scale.    This  is  another  example  of  the  con- 
struction of  a  scale  for  local  use. 

Address:    State    Xormal    School,    Cheney,    Washington. 

THE   REAVIS   AND   AIKEN   SCORE   CARD   FOR   HANDWRITING,    1918 
This  card   is  described   in  the  reference  below. 

Reference:  Reavis  and  Aiken — The  Use  of  a  Score  Card  in  Measuring 
Handwriting.     El.  Sch.  Jr.  19:   1918,  3.6-40. 

*THE  WISE  AND  STARCH  MEASURING  SCALE  FOR  HANDWRITING,  1919 
(University  of  Wisconsin) 

This  scale  is  printed  on  ruled  card  board".  A  business  style  of  handwriting 
has  been  used  in  the  better  qualities  of  the  scale.  The  specimens  are  repro- 
duced in  ink,  resembling  as  closely  as  possible  fountain  pen  ink,  and  great 
care  has  been  exercised  to  make  the  reproductions  as  accurate  as  possible. 
Other  special  features  of  the  scale  are:  uniform  test  material,  including  the 
capital  letters,  has  been  used;  a  continuous  series  of  steps  from  0  to  20  has 
been  provided ;  and  the  values  of  the  samples  have  been  determined  with  a 
high   degree   of   accuracy. 

At  the  top  of  the  scale  the  authors  give  the  following  explanation  of 
the  preparation  of  the  scale.  "From  a  total  of  627  samples  of  writing,  227 
Were  selected.  These  227  samples  were  ranked  in  the  order  of  merit  or 
quality  by  eleven  judges.  On  the  basis  of  these  rankings,  88  samples  were 
chosen  from  the  227.  The  88  samples  were  then  ranked  by  100  judges  on  the 
basis  of  which  the  above  21  samples  were  selected  so  that  the  difference 
between  the  successive  steps  would  be  such  that  75%,  or  as  near  that  as 
possible,  of  the  judges  considered  any  given  sample  better  than  the  next  lower 
one.  Finally  in  order  to  determine  the  values  of  the  samples  in  printed  form, 
the  21  samples  as  they  appear  above  were  ranked  by  300  persons.  In  the 
case  of  the  100  rankings  of  the  original  hand- written  samples,  the  value 
of  each  sample  was  computed  from  its  comparison  with  the  five  next  lower 
samples,  that  is,  from  500  comparative  judgments.  In  the  case  of  the  300 
rankings  of  the  printed  copies  of  the  original  samples,  the  -value  of  each  was 
computed  from  its  comparison  with  the  two  or  three  next  lower  samples,  that 
is,  from  over  600  comparative  judgments.  Hence,  the  values  of  the  scale  were 
determined  from  over  1,100  comparative  judgments  for  each  sample  obtained 
from    400    rankings." 

Standards  for  speed  and  quality  based  on  6,000  pupils  are  given  above  the 
scale.  In  addition  to  this  a  table  for  expressing  the  measurements  in  terms 
of  the  school  marks  A,  B,  C,  D  and  E,  and  a  table  for  expressing  these  marks 
in  percentages  are  included. 

Address:  University  Co-operative  Company,  504  State  Street,  Madison, 
Wisconsin. 

References:  Starch — A  Scale  for  Measuring  Handwriting,  School  and 
Society,  9:   January,   1918,   lo4^158;    184-188.     - 

Starch,  D.— A  Revision  of  the  Starch  Writing  Scale.  Sch.  &  Soc.  10: 
1919,   498-41)9. 

LISTER  AND  MYERS'  NEW  YORK  PENMANSHIP  SCALE,  1918 
(Brooklyn  Training  School  for  Teachers) 

The  authors  give  at  the  bottom  of  the  scale  the  following  description  of 
the  derivation  of  it: 

"This  scale  represents  the  average  of  the  judgments  of  21  teachers  and 
writers  in  the  muscular  movement  system  of  penmanship,  and  of  four 
psychologists. 

"From  nine  schools  of  Greater  New  York,  representative  of  the  best, 
medium  and  poorest  product  of  the  muscular  movement  system  of  writing, 
.*)..""%">()  specimens  were  selected  from  at  least  one  entire  class  of  each  grade 
from  3B  to  8B  inclusive.    Each  specimen  represented  one  trial  from  dictation. 

"The  specimens  from  each  grade  were  classified  into  four  groups,  on  the 
basis  of  general  merit,  and  the  corresponding  groups  were  thoroughly  mixed. 

27 


Then  on  the  basis  of  chance,  three  hundred  specimens  were  selected,  with  prac- 
tically the  same  number  from  each  group. 

"According  to  written  instructions  each  of  the  25  judges  ranked  these 
specimens  on  the  basis  of  movement,  on  the  basis  of  spacing,  and  on  the 
basis  of  form. 

"The  specimens  ranking  on  the  average  best  and  poorest  were  selected 
for  the  top  and  bottom  of  the  scale,  respectively.  Therefrom  the  exact 
numerical  rank  which  the  six  other  samples  on  the  scale  should  have  was 
determined,  and  the  specimens  whose  average  ranks  are  the  same  as  these 
determined  positions,  or  nearest  them,  were  selected. 

"With  no  execption,  all  the  ^samples  on  the  scale  are  less  than  0.1  from 
the  determined  position." 

The  unique  feature  of  this  scale  is  that  each  specimen  is  graded  sepa- 
rately for  form,  movement  and  spacing.  There  is  a  separate  specimen  for 
each  of  these  three  features  for  every  value.  The  total  score  of  a  sample  is 
the  average  of  the  values  for  form,  movement  and  spacing  determined  sepa- 
rately. Under  each  specimen  is  a  line  of  criticism  pointing  out  the  defects  of 
the  writing.  -The  scale  is  one  of  the  newest  ones  and  consequently  is  not  yet 
widely  known.  It  seems  to  promise  good  results,  as  it  makes  use  of  several 
new  principles  and  improvements. 

Address:  C.  C.  Lister  and  G.  C.  Myers,  Brooklyn  Training  School  for 
Teachers. 

Reference:  Lister,  C.  C,  and  Myers,  G.  C. — An  Analytical  Scale  of  Hand- 
writing.   Jr.  Ed.  Ps.  9:   1918,  417-431. 

SELECTED  GENERAL  REFERENCES  ON  TESTS  FOR  HANDWRITING 

Almack,  J.  C— The  Writing  Ability  of  Teachers.    Sch.  &  Soc.  2:   1919,  389-390. 

Ashbaugh,  E.  J. — Present  Attainment  in  Handwriting  of  School  Children  in 
Iowa.   Iowa  City,  the  University,  1916,  24  pp. 

Boston.  Department  of  Educational  Investigation  and-  Measurement.  Pen- 
manship. Determining  the  Achievement  of  Elementary  School  Graduates 
in  Handwriting.  Boston,  1916,  43  pp.  School  Document  No.  6,  Bulletin 
No.  9. 

Breed,  F.  S.,  and  Down,  E.  F. — Measuring  and  Standardizing  Handwriting  in 
the  School  System.    El.  Sch.  Jr.   17:    March,  1917,  470-484. 

Breed,  F.  S.,  and  Culp,  V. — Note  on  the  Relation  of  Legibility  and  Form  in 
Handwriting.    Sch.  &  Soc.  4:    1916,  December  2,  pp.  870-872. 

Freeman,  F.  N. — The  Teaching  of  Handwriting.   Boston,  Houghton  Mifflin  Co., 

1914,  pp.  155. 

Freeman,  F.  W. — Handwriting.    Fourteenth  Yearbook,  National  Society,  Pt.  I, 

1915,  61-77. 

Harris,  J.  H.,  and  Anderson,  F.  W. — A  Study  of  Handwriting  in  the  Public 
Schools  of  Dubuque,  Iowa.    Bureau  of  School  Measurements,  1916.    10  pp. 

Johnston,  J.  H. — A  Comparison  of  the  Ayres  and  Thorndike  Handwriting  Scale. 
North  Carolina  High  School  Bulletin,  7:  October,  1916,  170-173. 

King,  I.,  and  Newcomb,  R.  E. — Improvement  in  Handwriting.  Ed.  Admin, 
and  Super.  2:  October,  1916,  493-502. 

Koos,  L.  V. — Determination  of  Ultimate  Standards  of  Quality  in  Handwrit- 
ing for  the  Public  Schools.    El.   Sch.  Jr.    18:    February,   1918,  423-446. 

Manuel,  H.  T. — The  Use  of  an  Objective  Scale  for  Grading  Handwriting.  El. 
Sch.  Jr.  15:  January,  1915,  269-278. 

Manuel,  H.  T.— Studies  in  Handwriting.   Sch.  &  Soc.  5:  March  17,  1917,  327-330. 
Mead,  C.  D. — The  Effect  of  Exempting  Pupils  Proficient  in  Handwriting.    Jr. 
Ed.  Ps.   10:    1919,  219-229. 

Measuring  the  Quality  of  Handwriting.  A  Symposium.  El.  Sch.  Jr.  16:  Feb- 
ruary, 1916,  302-315. 

Nutt,  II.  W.— Rhythm  in  Handwriting.   El.  Sch.  Jr.  17:  February,  1917,  432-445. 

28 


Pechstein,  L.   A. — Penmanship   Scales — Their  Merits   and  Limitations.    Jr.  of 

the  N.  Y.  State  Teachers  Ass.  5:   March,  1918,  41-45 
Pintner,  R. — A  Comparison  of  Ayres  and  Thorndike  Handwriting  Scales.    Jr. 

Ed.  Ps.  5:  November,  1914,  525-536. 
Kusk,  R.   R. — A   Class   Experiment   in   Scoring   Handwriting.    Jr.    Ed.    Ps.    5; 

September,   1914,  417-418. 
Sackett,    L.    W. — Comparable    Measures    of    Handwriting.     Sch.    &    Soc.    4: 

October  21,  1916,  640-645. 
Starch,  D. — Methods  in  Constructing  Handwriting  Scales.    Sch.  and  Soc.   10: 

1919,  328-329. 
Witham,  E.  C. — All  the  Elements  of  Handwriting  Measured.    Ed.  Admin.   & 

Sup.   1:    May,   1915,  313-324. 
Witham,  E.  C. — A  Method  of  Measuring  Handwriting.    Am.  Sch.  Bd.  Jr.  48: 

May,   1914,   18-19,  72-73. 

COMMERCIAL  TESTS,   1912 
^NATIONAL    BUSINESS    ABILITY    TESTS,    1912 

(By  Sherwin  Cody) 

This  is  an  elaborate  series  of  tests  designed  to  cover  almost  every  phase 
of  commercial  work,  including  arithmetic,  grammar  and  spelling.  They  were 
designed  especially  for  commercial  schools  and  commercial  departments.  Many 
of  the  tests  are  applicable  to  the  elementary  school,  however,  and  some  of 
them  have  been  listed  and  described  in  the  proper  divisions  of  this  bulletin. 

Address:   Sherwin  Cody.  Room  620,  299  Broadwaj^,  New  York. 

Reference:  Cody,  S. — Commercial  Tests  and  How  to  Use  Them.  World 
Book  Co.,  Yonkers,"  N.   Y.,    1919. 

V— LANGUAGE  AND  COMPOSITION 

LANGUAGE  AND  COMPOSITION,  1912 
Fewer  satisfactory  tests  have  been  devised  for  language  and  grammar 
than  for  the  subjects  previously  described.  This  is  due  chiefly  to  the  diffi- 
culty experienced  in  testing  these  subjects.  The  chief  causes  of  this  difficulty 
seem  to  be  found  in  unanalyzed  processes  and  unformulated  values.  The 
subject  is  complex  and  indefinite.  .Language  includes .  very  many  different 
elements.  It  cannot,  like  efficiency  in  arithmetic,  be  divided  into  qualities 
of  speed  and  accuracy,  or  any  such  definite  qualities.  It  includes  very  many 
different  items,  such  as  correct  usage,  knowledge  of  grammatical  terms  and 
rules,  punctuation,  oral  and  written  composition,  and  possibly  general  language 
ability,  as  evidenced  in  the  ability  to  rearrange  dissected  sentences,  or  to 
complete  mutilated  sentences,  and  the  like.  Most  of  the  tests  attempted  to 
measure  only   one  or  two   of  these   important   elements. 

The  other  difficulty  which  arises  in  connection  with  the  language  tests 
is  due  to  the  lack  of  agreement  as  to  what  are  the  essential  purposes  of 
language  study.  Is  it  correct  usage  of  words  and  forms?  Is  it  a  knowledge  of 
formal  grammar,  the  sfbility  to  classify  parts  of  speech  and  moods  and  tenses, 
and  to  analyze  sentences?  Is  it  the  ability  to  punctuate  correctly?  Is  it 
proficiency  in  written  or  in  oral  composition?  Or  is  it  the  development  of 
general  language  ability,  a  "language  conscience"  or  "grammatical  instinct?" 
Or  is  such  general  language  ability  attainable  at  all  by  education?  These 
are  some  of  the  questions  which  must  be  answered  before  we  can  devise 
suitable  tests.  Some  authors  of  tests  and  scales  have  sacrificed  definiteness 
of  aim  to  an  attempt  to  combine  most  of  the  above  elements  in  a  single  scale. 
In  the  following  discussion  the  language  tests  and  scales  will  be  con- 
sidered first,  and  then  the  composition  scales. 

1.  Language  Tests 

THOMPSON'S  MINIMUM  ESSENTIALS  IN  LANGUAGE,   1908 
This  is  a  rather  extensive  test,  combining  the  features  of  a  set  of  practice 
tests  and  a  set  of  research  tests.    They  are  useful  chiefly  as  teaching  devices. 

29 


The  tests  combine  the  elements  of  usage  in  short  sentences,  pronunciation, 
punctuation,  sentences  and  nouns,  the  common  irregular  verbs,  adjectives, 
adverbs  and  pronouns,  etc.  Tn  all  the  tests  there  is  always  a  sheet  for  pre- 
liminary oral  drill  and  a  second  sheet  for  the  written  test.  Much  of  the  tests 
is  in  the  form  of  mutilated  sentences,  sentences  to  be  completed,  or  ques- 
tions to  be  answered. 

Address:    Ginn  and  Company,  New  York. 

THE  NATIONAL  BUSINESS  ABILITY  TESTS  OF  ELEMENTARY 

GRAMMAR   AND   ADVANCED   GRAMMAR  AND   PUNCTUATION 

1912 

These  brief  tests  are  all  included  on  one  sheet,  and  accompanying  them 
are  directions  for  giving  and  scoring  the  tests. 

An  Elementary  Grammar  Test  and  an  Advanced  Grammar  Test  for 
correct  usage  are  included.  Five  minutes  are  required  for  the  former,  and  ten 
minutes  for  the  latter.  The  response  called  for  is  to  cross  out  the  incorrect 
form. 

The  Punctuation  Test  is  also  divided  into  the  Elementary  and  the  Ad- 
vanced Test.  In  the  former,  the  capitals  are  to  be  marked  and  commas  inserted, 
and  ten  minutes  are  allowed  for  the  work.  In  the  Advanced  Test  the  student 
must    insert   apostrophes,   commas,   colons,   and    semi-colons    where   needed. 

Address:    Sherwin  Cody,  Room  620,  299  Broadway,  New  York  City. 

Reference:   Cody— Commercial  Tests  and  How  to  Use  Them. 

THE    COURTIS    ENGLISH    TEST,   SERIES    C,    1914 
(Bureau  of  Research,'  Detroit) 
This  test  proved  to  be  so  complicated  that  its  publication  has  been  dis- 
continued.    It    contains    valuable    suggestions,    however. 

Address:    S.  A.  Courtis,  82  Eliot   Street,  Detroit,  Michigan. 
Reference:    Courtis,  S.  A. — Standard  Tests  in  English.    El.  Sch.  Teacher 
14:   April,  1914,  374-392. 

*THE  STARCH   GRAMMATICAL   SCALE   A,    1914 
(University  of  Wisconsin) 

This  scale  contains  questions  arranged  in  order  of  increasing  difficulty 
from  step  five  to  step  sixteen,  with  step  thirteen  omitted,  because  of  failure 
to  find  questions  of  exactly  that  degree  of  difficulty.  The  pupil  is  to  choose 
between  two  forms  of  expression  which  are  given  in  each  step. 

A  step  is  passed  if  three  out  of  four  of  the  questions  in  each  step  are 
answered  correctly.  The  pupil  is  penalized  for  every  step  on  which  he  fails. 
"In  the  case  of  the  steps  which  have  only  three  sentences,  all  three  must  be 
correct  in  order  to  pass  the  step."  Those  containing  less  than  three  sentences 
can  be  counted  only  if  none  of  the  steps  below  that  point  have  been  missed. 

A  sheet  of  directions  and  standard  June  scores  and  a  key  for  scoring 
the  results  are  furnished  wi£h  the  tests.  This  scale  has  been  used  in  some 
of  the  surveys,  and  is  doubtless  a  very  good  test  when  used  in  connection 
with  some  of  Starch's  other  tests  for  different  phases  of  grammatical  knowl- 
edge. 

Address:   Daniel  Starch,  University  of  Wisconsin,  Madison,  Wisconsin. 

Reference:  Starch — The  Measurement  of  Achievement  in  English  Gram- 
mar, Journal  of  Educational  Psychology,  December,  1915,  pp.  615-626,  and 
Starch — Educational    Measurements,    Macmillan    Co. 

*STARCH  PUNCTUATION  SCALE  A,  1914 
(University  of  Wisconsin) 
This  scale  is  constructed  in  exactly  the  same  manner  as  the  one  just 
described.  It  contains  ten  steps  extending  from  step  6  to  step  16.  Step  15 
is  omitted  because  of  the  author's  inability  to  find  a  step  of  exactly  that 
degree  of  difficulty.  There  are  from  one  to  four  sentences  in  each  step,  and 
the  step  is  counted  as  passed  when  the  pupil  answers  three   out  of   four   of 


the  sentences  correctly.    A  key  and  a  sheet  of  directions  for  giving  the  test 
are  included.    Standard  June  scores  are  given  on  the  directions  sheet. 

Address:   Daniel  Starch,  University  of  Wisconsin,  Madison,  Wisconsin. 

Reference:   Starch — Educational  Measurements   (and  above  reference). 

*STARCH  ENGLISH   GRAMMAR   TESTS   1,  2,  3,   1914 
(University  of  Wisconsin) 

Test  No.  1  is  a  test  for  parts  of  speech.  A  selection  is  given  and  the 
nouns,  pronouns,  adjectives,  verbs,  adverbs,  prepositions,  and  interjections  are 
to  be  indicated  by  standard  abbreviations  given  on  the  sheet.  Three  minutes 
are  allowed  for  the  test.  The  score  for  each  pupil  is  the  number  of  words 
correctly   designated. 

Test  No.  2  is  a  test  of  knowledge  of  cases.  A  selection  is  given,  as  in 
the  former  case,  and  the  student  is  to  indicate  in  three  minutes  time  the 
nominative,  possessive  and  objective  cases  of  as  many  words  as  possible,  the 
first  letter  of  each  one  of  these  cases  being  used  as  an  abbreviation.  The 
score  is  the  number  of  words  marked  correctly. 

Test  No.  3  is  a  test  for  tense,  and  mood.  In  the  selection  given  the  pupil 
is  to  indicate  the  tense  of  each  verb  by  the  proper  abbreviation  written  above 
each  example.  In  scoring  the  results  of  this  test  the  tense  and  mood  when 
indicated  correctly  count  as  one  point  each.  The  total  number  of  moods  and 
tenses  given  correctly  is  the  score. 

Directions  and  standard  scores  for  grades  seven  and  eight  and  all  the 
grades  of  the  high  school  are  included  with  the  tests. 

Address  and  references,  same  as  above. 

BOSTON   TEST   IN  ACCURATE   COPYING,   NOVEMBER,   1914 

This  test  was  used  in  the  survey  of  the  Boston  schools.  There  is  a 
selection  which  is  to  be  copied  in  ink,  fifteen  minutes  being  allowed  for  the 
purpose.  Instructions  for  giving  and  scoring  the  test,  a  teacher's  summary 
report  sheet,  and  a  report  blank  for  each  pupil  are  included.  The  test  is  not 
published   for  distribution. 

Address:  Department  of  Educational  Investigation  and  Measurement, 
Boston,   Mass. 

Reference — Determining  a  Standard  in  Accurate  Copying,  Bulletin  No.  6, 
School  Document  No.  2,   1916. 

STARCH   ENGLISH   VOCABULARY   TESTS,    1916 

(See  Reading) 

*TRABUE    LANGUAGE    SCALES    (COMPLETION    TESTS) 

B,  C,  D,  E,  J,  K,  L,  M,  1916 

(Teachers'  College,  Columbia  University) 

Scales  B,  C,  D  and  E  are  practically  of  the  same  difficulty  and  may  be 
used  for  the  elementary  grades.  Scales  J  and  K  are  intended  for  adults, 
and  Scales  L  and  M  for  high  school  students.  Scales'  B  and  C  have  been 
used  most  often. 

Each  scale  consists  of  ten  mutilated  sentences  in  which  the  blanks  are  to 
be  filled  in  correctly — one  word  for  each  blank.  In  Scale  C  the  most  difficult 
sentence  contains  seven  blanks  to  be  filled  in.  The  relative  value  of  the 
sentences  has  been  carefully  determined,  and  they  are  arranged  in  the  order 
of  their  difficulty.    Seven  minutes   are  allowed   for  Scales  B   to   E. 

A  practice  sheet  for  the  children  beknv  the  fourth  grade  is  included  with 
the  test.  This  sheet  gives  four  sample  sentences  which  are  to  be  correctly 
filled   in  before  the  test  proper   is  given. 

These  scales  have  been  widely  used  in  educational  research.  They  do 
not  seem  to  test  for  knowledge  of  any  very  definite  element  of  language  or 
grammar,  but  it  is  thought  that  they  do  test,  in  a  way,  "general  language 
ability."    It  is  probable  that  there  is  no  such  general  ability. 

Directions  for  administering  and  scoring  the  test  are  given  in  a  booklet. 

31 


Address:  Bureau  of  Publications,  Teachers'  College,  Columbia  University, 
New    York   City. 

References:     Trabue — Completion-Test    Language    Scales,    same    address. 

Trabue — Some  Results  of  a  Graded  Series  of  Completion  Tests.  School 
and   Society   1:    April    10,   1915,  537-540. 

Trabue — Completion  Tests  for  Public  School  Use.  Fifteenth  Yearbook  of 
National  Society.  Pt.  1,  1916,  52-59. 

TRABUE-KELLY,  COMPLETION  EXERCISE  ALPHA  AND  BETA,  1917 
(Teachers'  College,  Columbia  University) 
This   is   an   adaptation  of  the   Trabue   Completion   Scales   for   individual 
testing. 

Address:  Bureau  of  Publications,  Teachers'  College,  Columbia  University, 
New  York  City. 

Reference:  Kelly — Individual  Testing  with  Completion  Test  Exercises, 
Teachers'  College  Record,  September,   1917. 

THE    MINNESOTA    TESTS    IN    ENGLISH    GRAMMAR,    1916-17 

These  tests  were  devised  and  originally  used  by  Buckingham  for  the 
survey  of  the  Gary  and  Prevocational  Schools  of  New  York  City.  They  were 
later  arranged  by  Haggerty  of  the  University  of  Minnesota,  and  issued  in 
their  present  form.  The  tests  consist  of  ten  questions  on  different  phases 
of  formal  grammar.  The  responses  consist  of  giving  the  principal  parts  of 
verbs,  listing  parts  of  speech,  analyzing  the  sentences,  using  relative  pro- 
nouns and  othe£j&$X$v\t  parts  of  speech  in  sentences,  comparing  adverbs, 
giving  the  case"  oi  italicized  words,  etc. 

Complete  di^Stj5$ns  for  giving  and  scoring  the  tests  are  included  in  a 
separate    folder. 

Address:    University   of  Minnesota,   Minneapolis,   Minnesota. 

Reference:  Buckingham — A  Survey  of  the  Gary  and  Prevocational  Schools 
of  New  York  City,  Board  of  Education,  New  York,  1916. 

*CLAPP'S  STANDARD  SCHOOL  TEST:  CORRECT  ENGLISH,  MARCH,  1918 
(University  of  Colorado;   now  University  of  Wisconsin) 

This  test  is  to  be  used  in  grades  four  to  eight  inclusive.  Twenty-five 
minutes  are  allowed  for  the  test,  and  complete  directions  for  giving  and 
scoring  the  test  are  included.  The  test  consists  of  twenty-eight  questions 
including  many  different  elements  of  English,  such  as  punctuation,  capitaliza- 
tion, correct  usage,  grammatical  form,  parts  of  speech,  correct  forms  of  words, 
and  the  correction  of  incorrect  forms.  The  difficulty  might  be  mentioned 
that  in  practice  the  standards  for  spoken  English  differ  from  those  for  written 
English. 

The  questions  are  weighted  and  the  value  of  each  question  is  placed  in 
the  margin  of  the  score  sheet.  The  total  number  of  values  equals  100  points, 
and  the  score  key  explains  exactly  the  method  for  scoring  each  question.  The 
score  of  an  individual  is  the  sum  of  the  values  of  the  questions  answered 
correctly.  Standards  are  given  on  the  score  sheet  both  for  the  low  and  high 
sections  of  grades  five,  six,  seven  and  eight. 

This  test  is  a  new  one  and  has  been  used  only  in  local  surveys,  but 
the  principle  seems  to  be  an  excellent  one,  since  the  test  aims  to  combine 
many   of   the   elements    of   grammar. 

Address:   University  of  Colorado,  Boulder,  Colorado. 

GREENE,  ORGANIZATION  TEST,  1918 
(University  of  Iowa) 
This  test  consists  of  ten  dissected  sentences,  the  words  and  phrases  of 
which  are  set  off  in  groups  and  numbered.  The  test  is  given  to  see  how  well 
pupils  are  able  to  arrange  groups  of  words  into  sentences  in  five  minutes  time. 
Three  practice  sentences  are  given  on  the  back  of  the  test  sheet.  Instead  of 
writing  the  words  out  in  the  correct  order,  the  response  is  made  by  placing 
in  a  space  provided  for  the  purpose  the  numbers  of  the  groups  of  words  in 

32 


the  proper  order.  A  key  is  provided  for  scoring,  so  that  the  examiner  need 
only  compare  the  numbers  on  the  pupil's  paper  with  those  given  in  the  key. 
Also  the  value  of  each  sentence  is  given  on  the  answer  key.  The  pupil's  score 
is  the  sum  of  the  values  of  the  sentences  arranged  correctly. 

A  class  record  sheet  is  provided,  and  contains  complete  directions  for 
recording  the  results  both  of  this  test  and  a  composition  test  scored  by  the 
Nassau  County  Supplement  to  the  Hillegas  Composition  Scale.  A  correlation 
sheet  is  also  provided  giving  complete  instructions  for  correlating  the  scores 
of  both  tests  by  the  Spearman  Rank  Method  (R),  and  a  table  for  converting 
this  into   the   Pearson   r. 

The  organization  test  has  the  advantage  of  being  extremely  simple  to 
use  and  of  giving  very  definite  results.  Standard  scores  are  given  on  the  back 
of  the  test  sheet. 

There  is  need  for  an  organization  test  for  sentences  in  compositions  for 
high  school  English,  but  obviously  the  preparation  of  such  a  test  would  be 
attended  by  great  difficulties. 

Address:    S.  A.  Courtis,  82  Eliot  Street,  Detroit,  Michigan. 


*THE  CHARTERS  DIAGNOSTIC  LANGUAGE  AND  GRAMMAR  TEST 

1918-19 

1.  Pronouns,  1918. 

2.  Verbs  A,   1919. 

3.  Verbs  B,  1919. 

4.  Miscellaneous. 

1.  Pronouns 

This  test  appears  in  two  forms,  the  simplest  one  intended  for  grades  3 
to  8,  printed  on  one  sheet.  The  pupils  are  told  to  read  the  sentences  numbered 
1  to  42  carefully  to  see  if  they  are  right  or  wrong.  If  they  are  right,  they 
are  to  be  copied  on  the  blank  below;  if  they  are  wrong,  the  correct  form  of 
the  sentence  is  to  be  copied.  Directions  for  giving  the  tests  are  printed  on  the 
first  page  of  the  sheet,  and  the  pupils  and  teacher  are  to  read  these  together 
aloud.  Two  illustrative  examples  are  given  to  show  the  method  of  work. 
The  test  is  to  be  administered  in  two  periods.  The  more  advanced  test  is  given 
to  the  children  of  the  seventh  and  eighth  grades.  The  test  is  like  the  first 
one  except  that  in  addition  to  writing  the  correct  form  of  the  sentences,  the 
pupil  must  give  his  reasons  for  making  every  change.  A  blank  space  is 
provided  for  this  at  the  right  of  the  page.  This  test  is  also  completed  in 
two  periods. 

A  score  key  and  sheet  of  directions  for  giving  the  tests  are  provided. 
Record  sheets  also  accompany  the  test.  The  incorrect  forms  inclosed  in 
this  test  were  selected  from  errors  in  oral  and  written  language  of  pupils. 
The  test  considers  both  use  and  knowledge  of  formal  grammar. 

2.  Verbs  A 

This  test  is  intended  for  grades  three  to  eight,  and  is  similar  to  the 
former  one  for  pronouns.  There  are  40  sentences  in  the  test.  The  children 
are  to  read  these.  If  the  form  of  each  sentence  is  correct,  they  are  to  respond 
by  making  a  cross  on  the  line  below.  If  the  verb  of  the  sentence  is  wrong, 
they  are  to  write  the  correct  form  of  the  verb  on  the  line  below.  Directions 
for  giving  and  scoring  the  tests  are  included. 

4.  Miscellaneous 

There  are  40  sentences  in  this  test.  All  the  different  parts  of  speech  are 
included.  The  pupil  must  read  these  sentences,  and  if  a  sentence  is  correct 
he  responds  by  making  a  cross  on  the  line  below;  if  any  form  is  incorrect 
the  pupil  must  write  the  correct  form  on  the  line,  as  in  the  other  tests.  Two 
illustrative  examples  are  given  in  the  instructions,  which  the  children  read 
aloud  with  the  teacher.  In  grades  VII  and  VIII  reasons  must  be  given  for 
the   changes. 

Address:  Bureau  of  Educational  Research,  University  of  Illinois,  Urbana, 
Illinois. 

33 


THE  BUCKINGHAM  ENGLISH   GRAMMAR   TESTS 

These  tests  are  now  in  preparation  and  will  soon  be  ready  for  dis- 
tribution. 

Address:  Bureau  of  Educational  Research,  University  of  Illinois,  Urbana, 
Illinois. 

2.  Composition  Scales 

There  is  considerable  difficulty  in  testing  ability  in  composition.  The 
question  arises  whether  more  value  should  be  attached"  to  the  correct  form 
of  composition — that  is,  correct  English,  punctuation,  freedom  from  errors, 
and  other  technical  matters — or  whether  the  general  story  value  of  the  com- 
position is  to  receive  the  greater  emphasis,  or  whether  both  elements  should 
be  taken  into  consideration.  Some  teachers  grade  the  composition  entirely  on 
the  story  value,  others  according  to  the  number  of  mistakes  made  in  grammar 
and  in  form,  and  others  try  to  combine  these   two  qualities. 

Another  difficulty  is  the  indefiniteness  of  the  subject.  It  includes  many 
different  elements,  so  that,  in  our  present  lack  of  careful  analysis  of  the 
elements  comprising  the  story  value  of  composition,  if  a  score  for  story 
value  is  desired  it  is  only  possible  to  arrive  at  this  by  the  general  impression. 

Another  difficulty  is  that  of  learning  to  grade  compositons  by  reference 
to  the  scale,  the  same  difficulty  experienced  in  the  case  of  handwriting.  A 
great  deal  of  practice  is  necessary  before  one  becomes  expert  in  the  use  of 
such  scales,  and  the  difficulty  is  very  much  greater  than  that  of  judging 
handwriting.  In  grading  compositions  each  specimen  must  be  read  very  care- 
fully, and  also  each  sample  on  the  scale  must  be  thoroughly  familiar  in  order 
to  judge  the  value  of  the  pupils'  specimens.  The  technique  of  using  the 
composition  scale  is  so  difficult  in  fact  that  at  first  the  teachers  may  mark 
the  composition  with  a  smaller  average  deviation  without  the  use  of  the 
scale  than  with  it.  Even  if  this  were  always  the  case,  however,  it  would 
still  be  an  advantage  to  use  composition  scales  under  certain  circumstances. 
They  give  the  teacher  at  least  an  objective  criterion  on  which  to  base  her 
judgments  of  different  compositions;  and  thus  a  basis  for  comparison  is 
established.  The  standards  obtained  from  the  use  of  scales  are  objective,  so 
that  a  certain  quality  on  a  standard  scale  has  a  very  definite  meaning,  and 
this  score  will  convey  approximately  the  same  idea  of  the  quality  of  the 
composition   to   different   teachers. 

Thus  these  scales  enable  us  to  evaluate  the  work  in  composition  quantita- 
tively, so  that  the  results  so  obtained  can  be  published  in  school  surveys  for 
the  purpose  of  comparison.  Teachers'  marks  would  not  have  a  meaning  definite 
enough  to  be  used  in  a  school  survey,  since  the  standards  of  teachers  in 
grading    vary    enormously. 

Another  advantage  in  the  use  of  composition  scales  is  that  the  standards 
obtained  may  serve  as  a  definite  aim  or  goal  for  the  teacher  to  work  toward. 

It  is  fortunate  that  after  a  little  practice  in  the  use  of  scales  the  results 
secured  by  the  teachers  in  grading  compositions  are  more  accurate  than  with- 
out the  use  of  the  scales.  The  more  the  scales  are  used  the  more  accurate 
they  become  as  instruments  of  measurements. 

*THE  HILLEGAS  SCALE  FOR  THE  MEASUREMENT  OF  QUALITY  IN 
ENGLISH  COMPOSITION,  1912 
(Commissioner  of  Education,  Vermont) 

This  scale  consists  of  ten  compositions,  the  values  of  which  have  been 
determined.  The  values  extend  from  0-937.  xThe  steps  are  nearly  equidistant 
apart.  Three  of  the  ten  compositions  are  artificial  productions  and  the  rest 
were  written  by  high  school  pupils  and  college  freshmen.  The  subject  is  not 
the  same  in  all  the  compositions. 

To  use  this  scale  we  simply  compare  the  compositions  written  by  the 
pupils  to  whom  the  test  is  given  with  those  on  the  scale  and  assign  the 
value  of  the  sample  which  it  resembles  most .  closely.  Intermediate  values 
may  also  be  used. 

34 


This  is  the  earliest  and  best  known  of  the  composition  scales.  Standards 
and  several  good  means  of  comparison  for  this  scale  are  available  since  it 
has  been  used  in  many  of  the  surveys.  The  disadvantages  of  it  are  that  there 
is  only  one  sample  illustrating  each  quality;  the  topic  is  not  the  same  for 
each   composition,   and  the   values   attached   are  rather  cumbersome. 

Address:  Bureau  of  Publication,  Teachers'  College,  Columbia  University, 
New    York. 

References:  Hillegas  Scale  for  the  Measurement  of  Quality  in  English 
Compositions  by  Young  People.  (State  Commissioner  of  Education  for  Ver- 
mont.)    Teachers'    College   Record,    13;    September,    1912,   pp.   331    to   384. 

Kayfetz — A  Critical  Study  of  the  Hillegas  Composition  Scale.  Ped.  Sem. 
21:   December,  1914,  559-577. 

Thorndike — Notes  on  the  Significance  and  Use  of  the  Hillegas  Scale  for 
Measuring  the  Quality  of  English  Composition.  Eng.  Jr.  2:  November,  1913, 
551-561. 

Gunther — My  Experience  with  the  Hillegas  Scale.  English  Journal  8: 
November,  1919,  535-542. 

Gordon,  K. — A  Class  Experiment  with  the  Hillegas  Scale.  Jr.  Ed.  Ps. 
9:    1918,  511-514. 

*HARVARD-NEWTON  SCALES  FOR  THE  MEASUREMENT  OF  ENGLISH 
COMPOSITION,   SEPTEMBER,    1914 

This  series  consists  of  four  separate  scales,  one  for  each  form  of  dis- 
course: exposition,  argumentation,  description  and  narration.  All  the  com- 
positions were  written  by  eighth  grade  pupils  and  each  scale  consists  of  six 
compositions  with  the  value  of  each  composition  giving  both  its  merits  and 
defects. 

The  subjects  are  not  assigned,  so  that  this  fact  makes  the  composition  a 
little  more  difficult  to  evaluate  them  if  all  were  written  on  the  same  subject. 
There  is  some  advantage  in  having  a  separate  scale  for  each  form  of  dis- 
course. Also  the  plan  of  pointing  out  the  merits,,  and  defects  of  each  sample 
and  of  making  comparisons  between  the  samples   is  a  decided  advantage. 

Address :    F.    W.    Ballou,    Harvard    University,    Cambridge,    Mass. 

References:  The  Harvard-Newton  Bulletin  No.  II,  September,  1914.  Scales 
for  the  measurement  of  English  composition,  Harvard  University,  Cam- 
bridge, Mass. 

Brownell — A  Test  of  the  Ballou  Scale  of  English  Composition.  School 
and    Society    4:    December    16,    1916,    938-942. 

Kayfetz — A  Critical  Study  of  the  Harvard-Newton  Composition  Scales. 
Ped.   Sem.   23:    325-347,  September,   1916. 

*THORNDIKE   PRELIMINARY   EXTENSION   OF  THE  HILLEGAS   SCALE 
FOR  THE  MEASUREMENT  OF  QUALITY  IN  ENGLISH  COM- 
POSITION   BY    YOUNG    PEOPLE,    1915 
(Teachers'  College,  Columbia  University) 

This  scale  differs  from  the  original  Hillegas  Scale  in  several  respects.  In 
the  first  place  there  are  15  different  qualities  of  composition  distinguished. 
The  qualities  in  the  middle  of  the  scale  are  all  illustrated  by  from  2  to  6 
dfferent  compositions.  The  qualities  are  numbered  on  the  scale  of  0  to  95 
so  that  these  values  are  smaller  and  simpler  to  deal  with  than  those  on 
the  Hillegas  Scale.  Several  of  the  samples  from  the  original  scale  are  also 
used. 

The  advantage  of  the  Thorndike  Extension  is  that  several  samples  are 
given  for  some  of  the  qualities  and  that  a  greater  number  of  the  different 
qualities  are  distinguished.  On  the  other  hand  it  is  more  difficult  to  learn 
to    use    this    rather    complicated    scale. 

Address:  Bureau  of  Publication,  Teachers'  College,  Columbia  University, 
New  York  City. 

References:  Thorndike — A  Scale  for  Measuring  the  Merit  of  English  writ- 
ing.   Science  33:  June  16,  1911,  935-938. 

35 


Thorn  dike — English  Composition:  150  Specimens  Arranged  for  Use  in 
Psychological  and  Educational  Experiments,  New  York  City. 

Thorndike — A  Scale  for  Merit  in  English  Writing  by  Young  People.  Jr. 
Ed.  Ps.  2:   1911,  361-368. 

Johnson,  F.  W. — The  Hillegas-Thorndike  Scale  for  the  Measurement  of 
Quality  in  English  Composition.    Sch.  Rev.  21:   January,   1913,  39-49. 

Walls,  W.  A. — The  Measurement  of  English  Composition  by  the  Thorn- 
dike-Hillegas  Scale.    Amer.  Sch.  Bd.  Jr.  51:   17,  84,  July,  1915. 

MINNESOTA  DIRECTIONS  FOR  GIVING  AND  SCORING  OF  TEST  OF 
ENGLISH    COMPOSITION 

(Date  not  given) 

In  this  test  the  Hillegas  Scale  is  used  for  scoring  the  compositions  in 
grades  2-6.  The  Harvard-Newton"  Scale  for  English  Composition  is  used  for 
grades  7-8.  The  subject  of  the  composition  is  "Three  Things  I  Would  Do  To 
Improve  My  School  Building  and  How  I  Would  Do  Them." 

Ruled  sheets  are  furnished  to  the  pupil  for  writing  the  compositions.  The 
subject  is  printed  at  the  top  and  the  usual  blanks — name,  grade,  etc. — are 
provided. 

The  advantage  of  this  test  is  that  a  folder  of  complete  direction  for  giv- 
ing and  scoring  the  test  and  for  using  the  scale  is  given.  Another  advantage 
is  that  the  same  subject  is  used  for  all.  The  University  of  Minnesota  Record 
Blank  should  be  used  with  these  tests. 

Address:  Bureau  of  Co-operate  Research,  University  of  Minnesota, 
Minneapolis,  Minnesota. 

THE  BREED  AND  FROSTIC  COMPOSITION  SCALE,  1917 
All  the  compositions  of  this  scale  were  written  by  sixth  grade  pupils.  A 
part  of  the  story  called,  "The  Picnic,"  was  read  to  the  class  and  then  they 
were  told  to  complete  it  in  twenty  minutes.  The  advantage  of  this  test  is 
the  definiteness  of  the  subject  matter  and  the  method  of  standardizing  the 
conditions  of  the  test,  so  as  to  make  it  as  definite  as  possible.  The  disad- 
vantage of  the  test  is  that  it  was  derived  entirely  from  compositions  for  the 
sixth  grade  pupils.  The  principle  of  its  derivation  seems  to  be  an  excellent 
one.    The  test  is  published  in  the  references  given  below. 

Reference:  Breed  and  Frostic — Measuring  English  Composition  in  the 
Sixth  Grade.    Elementary   School  Journal   17:    January,    1917,   pp.   307-325. 

*NASSAU   COUNTY   SUPPLEMENT   TO    THE    HILLEGAS    SCALE    FOR 

MEASURING   THE   QUALITY   OF   ENGLISH   COMPOSITION,    1917 

(Prepared  by  M.  R.  Trabue,  Columbia  University) 

This  scale  was  devised  for  the  survey  of  the  schools  of  Nassau  County, 
New  York.  Ten  compositions  are  included  in  the  scale,  one  sample  for  each 
quality.  The  first  seven  compositions  were  written  by  children  in  the  ele- 
mentary schools  of  Nassau  County.  The  last  three  were  selected  from  com- 
positions which  had  been  compiled  by  Thorndike. 

The  value  of  each  of  the  compositions,  except  the  last  one,  is  the  median 
rating  of  139  judges,  using  as  the  basis  of  their  rating  the  Hillegas  Scale. 
The  value  of  the  last  composition  is  that  given  it  in  the  Thorndike  Extensions 
of  the  Hillegas  Scale.  The  values  of  these  compositions  extend  from  0  to  9, 
decimals  being  used  for  the  intermediate  values.  The  subject  of  the  first  seven 
compositions  is:  "What  I  Should  Like  To  Do  Next  Saturday."  There  is  no 
definite  subject   for  the   last  three. 

The  advantage  of  this  scale  is  its  simplicity.  There  are  only  10  qualities 
of  compositions  and  there  is  only  one  sample  for  each  quality.  The  values 
are  also  very  carefully  determined.  The  use  of  the  same  subject  in  most  of 
the  compositions  is  another  advantage.  Standard  medians  may  be  found  in 
the  references  below. 

References:  Trabue — Supplementing  the  Hillegas  Scale,  Teachers'  College 
Record  18:  January,  1917,  pp.  51-84.  The  Nassau  County  Scale  Survey,  Nassau 
County,  New  York. 


Theisen,  W.  W. — Improving  Teachers'  Estimates  of  Composition  Specimens 
with  the  Aid  of  the  Trabue  Nassau  County  Scale.  School  and  Society  7: 
143-150,  February  2,  1918. 

Witham,  E.  C. — Notes  on  (he  use  of  a  Composition  Scale.  Jr.  Ed.  Ps.  10: 
November,   1919,  461-462. 

*THE    WILLING    SCALE    FOR    MEASURING    WRITTEN    COMPOSITIONS 

1917 
(Class  Records  Sheet  by  W.  S.  Monroe) 

This  scale  consists  of  eight  different  compositions.  The  qualities  are 
numbered  by  tens  from  20  to  90,  20  meaning  from  15  to  24.9,  for  example. 
The  subject  is  the  same  for  all  of  the  compositions,  namely,  "An  Exciting 
Experience."  Several  specific  topics  are  mentioned  in  order  to  illustrate  to 
the  children  just  what  kind  of  subject  is  desired.* 

Complete  directions  for  using  this  scale  are  given  in  the  bottom  paragraph. 
The  unique  feature  of  this  scale  is  that  the  compositions  are  rated  for  both 
story  value  and  form  value.  The  rating  for  form  value  is  done  by  carefully 
marking  all  errors  in  grammar,  punctuation,  capitalization  and  spelling.  These 
are  counted  and  the  total  is  multiplied  by  100.  This  is  divided  by  the 
number  of  words  in  the  composition.  The  quotient  is  the  index  of  the  form 
value. 

This  scale  has  several  advantages;  the  definiteness  of  subject  assigned, 
the  simplicity  of  its  arrangement,  the  rating  for  both  story  and  form  value, 
the  fact  that  the  directions  for  using  the  scale  are  included,  and  the  small 
number  of  degrees  of  merit  to  be  distinguished.  Standards  are  also  included 
on  the  scale.  This  scale  was  used  in  the  survey  of  the  Denver  Schools  and 
that   of  the   Grand  Rapids   Schools. 

Address:  Bureau  of  Educational  Tests  and  Measurements,  Kansas  State 
Normal  School,   Emporia,  Kansas. 

.  References:   School  Survey  of  Grand  Rapids,  Michigan,  Board  of  Educa- 
tion, Grand  Rapids,   1916. 

Denver  School  Survey,  1916. 

Willing,  M.  H. — The  Measurement  of  Written  Composition  in  Grades 
IV  to  VIII.    Eng.  Jr.  7:   193-202,  March,  1918. 

THE  COURTIS  STANDARD  RESEARCH  TEST  IN  COMPOSITION,  1917-18 
(Bureau  of  Research,  Detroit) 

This  is  a  folder  containing  detailed  instructions  for  giving  a  composition 
test  which  is  to  be  scored  for  rate  by  the  method  indicated  by  the  author, 
and  for  quality  according  to  the* Trabue  Modification  of  the  Hillegas  Scale. 

Address:   S.  A.  Courtis,  82  Eliot  Street,  Detroit,  Michigan. 

*THE  MINNESOTA  ENGLISH   COMPOSITION   SCALE,   1920 
The   reference   describing  the   derivation   of   this   test   has   not   yet   been 
published,  and  so  no  description  of  the  scale  is  given  here. 

Address:  Bureau  of  Co-operative  Research,  University  of  Minnesota, 
Minneapolis,    Minnesota. 

Reference:  Van  YYagenen,  M.  J. — The  Minnesota  English  Composition 
Scale,  Its  Derivation  and  Validity.  (This  article  will  be  published  in  the 
Journal  of  Educational  Research  some  time  in   1920.) 

SELECTED    GENERAL    BIBLIOGRAPHY    ON    TESTS    FOR    ENGLISH, 
LANGUAGE  AND  COMPOSITION 

Barthelmess,  H.  M. — Determining  the  Achievements  of  Pupils  in  Letter  Writ- 
ing. Bulletin  No.  XVI  of  the  Department  of  Educational  Investigation 
and  Measurement,  Boston,  Mass.,   1918,  pp.   35. 

Bonser,  F.  G.,  Burch,  L.  H.,  and  Turner,  M.  R. — Vocabulary  Tests  as  Measure- 
ments of  School  Efficiency.    Sch.  &  Soc.  2:   November   13,  1915,  713-718. 

Boston.  Dept.  of  Ed.  Investigation  and  Mes.  English:  School  Document  No. 
6,    1918. 

37 


Brandenburg,  G.  C. — Psychological  Aspects  of  Language.    Jr.  Ed.  Ps.  0:    1918, 

313-332. 
Breed,   F.    S.,   and   Haggerty,    M.    E.— The   Measurement    of   Improvement    in 

English  Composition.    Eng.  Jr.  6:  October,  1917,  515-527. 
Charters,  W.  W. — Minimal  Essentials  in  Elementary  Language  and  Grammar. 

Sixteenth  Yearbook,  National  Society,   Pt.   1,   1917,  85-110. 
Charters,  W.  W. — Constructing  a  Language  and  Grammar  Scale.    Jr.  Ed.  Re- 
search 1:   April,   1920,  249-257. 
Chicago  University  High  School,  English  Dept. — Differentiating  Instruction  in 

Ninth-Grade  English.    Sch.  Rev.  27:   December,   1919,  748-756. 
Courtis,  S.  A.— The  Value  of  Measurements.    Eng.  Jr.  8:    1919,  208-217. 
Detroit,  Mich. — English   Composition  for  Use   in  the   Detroit   Public   Schools. 

September,   1917.    Board  of  Education.    158  pp. 
Hosic,  J.  F. — The  Essentials  of  Composition  and   Grammar.    Sch.    &    Soc.    1: 

April  24,  1915,  581-587.    Also  in  Fourteenth  Yearbook,  Nat.  Soc.  Part  I, 

1915. 
Hudelson,  E. — Standards  and  Measurements  in  English  Composition.    Second 

Ind.  Conf.  on  Ed.  Mes.,  13:    1915,  115-122. 
Hudelson,  E. — Some  Achievements   in  the   Establishment   of   a   Standard    for 

the  Measurement   of  English   Composition   in   the   Bloomington,    Indiana, 

School.    Eng.  Jr.  5:  November,  1916,  590-597. 
Johnson,  R.  Q. — The  Persistency  of  Error  in  English  Composition.    Sch.   Rev. 

25,  October,  1917,  555-580. 
Jones,  R.  G. — Standard  Vocabulary.    Fourteenth  Yearbook  National   Society, 

Pt.  I,  1915,  37-42. 
Mahoney,  J.  J. — Standards  in  English.    Yonkers,  N.  Y.,  198  pp..  World  Book 

Co.,  1917. 
Maxwell,  W.  H. — Report  of  Committee  on  Tests  and  Standards  of   FJficiency 

in  Schools  and  School  Systems:   English  Grammar.    Proc.  N.  E.  A.,  1915, 

565-573. 
Parker,  F.  E.— The  Value  of  Measurements.    Erig.  Jr.  8:   1919,  203-208. 
Pintner,  R. — The  Measurement  of  Progress  in  Language  Ability.    Jr.  Ed.  Ps. 

9:    1918,   270-277. 
Rice,  J.  M. — The  Results  of  a  Test  in  Language.    Forum  35:   October,   1903, 

269-293  and  March,  1904,  440-457.    Also  in  his  Scientific  Management  in 

Education.    New   York,    1913. 
Sackett,  L.  W. — Comparable  Measures  of  Composition.   Sch.  &  Soc.  5:  February 

24,  1917:  233-239. 
Sears,  Isabel,  Diebel  &  Amelia — A  Study  of  the  Common  Mistakes  in  Pupils' 

Oral  English.    Elem.  Sch.  Jr.  71;   September,   1916,  44-54. 
Stark,   W.    E. — Measurement   of   Eighth-Grade    Composition.     Sch.    &    Soc.    2, 

August  7,  1915,  208-216. 
Stoddard,  W.  E. — A  Comparison  of  the  Hillegas  and  Harvard-Newton  Scales 

in  English  Composition.    Ped.   Sem.   23:    December,   1916,  498-501. 
Towne,  C.  F. — Making  a  Scale  for  the  Measurement  of  English  Composition. 

El.  Sch.  Jr.  19:  September,  1918,  41-53. 
Vocabulary  Tests  as  Measures  of  School  Efficiency.    Sch.  &  Soc.  2:  November 

13,  1915,  713-718. 
Ward,  C.  H.— The   Scale  Illusion.    Eng.  Jr.   6:    April,   1917,   221-230. 
Wolfe,  C.  S. — The   Topeka  Scale  for  Judging  Compositions.    Illinois   Ass.   of 

Teachers  of  Eng.,  Bui.   9,  March,   1917,   1-12. 

VI— DRAWING 

THORNDIKE  SCALE  FOR  THE  MERIT  OF  DRAWINGS  BY  PUPILS 

EIGHT  TO  FIFTEEN  YEARS  OLD,   1913 

(Teachers'  College,  Columbia  University). 

This  scale   is   similar  to  the   handwriting   scale.     The   evaluation   of   the 

different  samples  are  the  results  of  judgments  by  400   artists,  "teachers  of 

drawing,   and   men   expert    in   education    in   general."    The    degrees    of   merit 

extend  from  0  to  17.    The  drawing  to  be  judged  is  compared  with  the  scale 

38 


and  the  evaluation  attached  to  the   sample  which  it  most  nearly  resembles 
is   taken  as   the   score. 

Address:  Bureau  of  Publications,  Teachers'  College,  Columbia  University, 
New  York  City. 

References:  Thorndike — The  Measurement  of  Achievement  in  Drawing, 
Teachers'   College   Record    14:    November,    1913,   pp.   345-383. 

Childs — Measurement   of   Drawing   Ability   of   2,177    Children   in   Indiana 
City    School    Systems    by    the    Supplementary    Thorndike    Scale,    Journal    of 
Educational  Psychology   6:    pp.   391-408,   September,    1915. 
*THE  WHITFORD   ART  TESTS,   1919 
(University  of  Chicago) 

According  to  the  author,  the  two  fundamental  results  of  art  education 
are  ability  to  recognize  and  appreciate  art  quality  and  ability  to  draw  or 
describe  things  graphically.  Consequently  two  types  of  tests  have  been  in- 
cluded in  this  series.  Test  No.  1  deals  with  ability  to  appreciate  art  quality, 
which  is  a  mental  product  of  art  training.  Test  No.  2  is  a  test  of  ability  to 
draw,  i.  e.,  "to  represent  graphically  ideas  and  things  of  artistic  quality." 

Test  No.  1  consists  of  a  series  of  14  problems,  each  in  selection  or  dis- 
crimination between  3  or  4  superior  and  inferior  art  considerations.  The  best 
drawing  of  each  group  is  to  be  marked  by  the  pupils.  Only  one  answer  for 
each  problem  is  correct.  The  time  generally  required  for  this  test  is  less  than 
15  minutes.  The  scoring  involves  no  difficulties,  since  7  1/7  points  are  sub- 
tracted from  100  for  every  incorrect  response. 

Test  No.  2 — the  drawing  test — consists  of  7  problems.  These  are  divided 
into  four  groups.    The  scale  is  reproduced  below. 

I.  To  test  proportion  drawn  from  specification. 

1.  Draw  freehand  a  small-scale  rectangle  in  the  proportion  5  to  12. 

2.  Draw  freehand  a  small-scale  triangle  in  the  proportion  4  by  4 
by  2. 

II.  To  test  proportion  in  representing  a  given  figure    (copy). 

3.  Make  a  small-scale  drawing  of  the  map  on  board  (United 
States). 

III.  To   test  drawing  of  curved  lines. 

4.  Copy  the  curved  lines  drawn  on  the  board.  (Instructor  draws 
three  groups  of  well  selected  curves.  This  enables  the  pupil 
to  see  how  they  are  drawn.) 

IV.  To   test   representation    (from  memory  and   from  objects). 

5.  Draw  from  memory  a  horse   (side  view). 

6.  Make  a  sketch  of  the  chalk  box   (on  desk). 

7.  Make  a  sketch  of  the  waste  basket  (on  chair). 

This  test  is  scored  according  to  a  rating  scale  of  ten  different  standards 
of  attainment  for  each  problem  of  the  test  representing  approximately  equal 
steps  of  difficulty  from  the  poorest  drawing  to  the  best  found  in  all  the  grades. 

The  test  has  been  standardized  on  the  basis  of  the  results  from  1,000 
children  in  three  schools.  Thirty  persons,  supervisors  of  art  in  public  schools 
and  instructors,  have  aided  in  the  preparation  of  this  scale.  A  revision  of  the 
tests  with  still  simpler  technique  of  scoring  based  upon  results  from  a  larger 
number  of  children  is  being  made. 

Address:    The  Prang  Company,  Chicago. 

Reference:  Whitford,  W.  G.— Empirical  Study  of  Pupils  in  Ability  in 
Public  School  Art  Courses.    El.  Sch.  Jr.,  September  and  October,   1919. 

GENERAL  BIBLIOGRAPHY  ON  TESTS  FOR  DRAWING  AND  ART 

Ayer,  F.  C. — The  Psychology  of  Drawing.   Baltimore,  Md.,  1916,  186  pp. 
Eastern    Arts    Association — Report    of    Committee    on    a   Scale    for    Drawing. 
Proc.   1916,  180-181. 

39 


Manuel,  H.  T.— Talent  in  Drawing.  Public  School  Publishing  Co.,  Blooming- 
ton,  111.,   1920. 

Pintner,  R. — Aesthetic  Appreciation  of  Pictures  by  Children.  Ped.  Sera.  25: 
1918,  216-218. 

Rugg,  H.  0. — A  Scale  for  Measuring  Free-Hand  Lettering.  Jr.  Ed.  Ps.  6: 
January,   1915,  25-42. 

Whitford,  W.  G.— Empirical  Study  of  Pupil  Ability  in  Public  School  Art 
Courses,  Part  I.    El.  Sch.  Jr.  20:   1919,  32-46. 

VII— READING 

READING  TESTS,  1914 
Reading  is  a  difficult  subject  to  test  because  there  are  so  many  factors 
involved,  and  these  elements  are  usually  rather  indefinite.  Some  of  the  ele- 
ments involved  in  reading  are  speed,  comprehension,  word  knowledge,  expres- 
sion, pronunciation,  emphasis  and  readiness  to  use  printed  material  to  advance 
personal  ends,  to  solve  personal  difficulties,  and  to  gain  information.  The 
purpose  of  teaching  elementary  reading  is  to  enable  children  to  get  the 
thought  from  the  printed  page  as  quickly  and  as  accurately  as  possible,  and 
in  the  upper  grades  to  develop  taste  and  appreciation  for  reading,  and  to  aid 
the  children  to  gain  information.  Usually  in  our  teaching  of  reading  we  lose 
sight  of  this  aim  and  stress  the  secondary  aim  of  reading,  namely,  to  pro- 
nounce the  words  correctly  and  to  learn  to  read  aloud  with  expression.  In 
reality  the  most  important  use  we  have  for  reading  is  not  to  read  aloud 
with  expression  but  to  read  silently  and  get  the  thought  as  rapidly  and 
as  accurately  as  possible.  Most  teachers  should  stress  this  factor  of  thought- 
getting,  in  other  words,  silent  reading,  much  more  than  they  do  and  lay 
less  stress  on  oral  reading.  We  have  occasion  to  get  the  contents  from  a 
book  much  more  often  than  to  read  it  aloud,  and  for  that  reason  the  major 
emphasis  in  our  school-room  instruction  should  be  placed  on  silent  reading 
for  the  purpose  of  getting  the  thought.  Reading  might  also  be  given  for  the 
purpose  of  increasing  the  vocabulary  of  the  child.  If  this  is  made  a  con- 
scious aim  of  the  instruction  in  reading,  it  will  be  found  that  the  pupils  do 
increase  their  vocabularies  very  greatly  by  this  method,  but  if  left  as  a 
matter  of  incidental  gain  it  will  be  found  that  little  profit  results  from 
these    methods. 

It  is  found  from  the  results  from  reading  tests  in  many  different  school 
systems  and  from  psychological  tests  in  the  laboratory  that  the  usual  idea 
that  the  slow  reader  gets  the  context  of  the  page  more  accurately  than  the 
rapid  reader  is  not  true  to  fact.  There  is  a  little  disagreement  on  the 
correlation  of  these  two  abilities,  speed  and  comprehension,  but  many  authori- 
ties agree  that  usually  the  rapid  reader  also  gets  the  thought  of  what  he 
reads  better  than  the  slow  reader.  There  are  several  reasons  for  this,  namely: 
greater  concentration  of  attention  when  working  rapidly,  also  the  general 
tendency  of  the  intelligent  person  to  work  faster  as  well  as  more  accurately 
than  the  duller  one,  and  the  general  correlation  found  in  all  mental  tests  be- 
tween the  rapidity  and  accuracy  of  the  mental  processes.  Practically  all 
authorities,  both  psychologists  and  those  who  have  used  the  tests  widely, 
agree  that  at  least  the  moderately  rapid  reader  has  a  better  comprehension 
of  the  subject  than  the  slow  reader.  It  is  possible  that  the  very  rapid  reader 
skims  over  the  subject  matter  without  getting  the  thought,  that  is  without 
actually  reading.  Results  of  psychological  tests  and  educational  tests  also 
point  out  the  correlation  between  speed  of  reading  and  retention.  The  rapid 
reader  usually  retains  more  and  for  a  longer  time  than  the  slow  reader  for 
similar  reasons  as  those  above.  One  of  the  chief  duties  of  a  teacher  in 
instruction  in  reading  then  should  be  to  develop  speed  and  accuracy  of  silent 
reading  and  to  spend  less  time  in  drill  work  on  the  mechanical  phases  of 
the  subject.  That  much  time  is  wasted  in  our  ordinary  methods  of  teaching 
is  proved  by  the  fact  that  in  most  of  our  tests  and  measurements  and 
surveys,  it  has  been  observed  that  pupils  make  little  progress  in  reading  after 
the  third  or  fourth  grade.  The  time  devoted  to  reading  after 
that    point   is   really   worse   than   wasted   because    the   children   are    forming 

40 


habits  of  carelessly  repeating,  in  a  mechanical  way,  subject  matter  already 
known.  Too  much  stress  on  oral  reading  causes  the  children  to  pay  undue 
attention  to  the  mechanics  of  reading  so  that  the  tendency  may  persist  to 
pronounce  each  work  with  the  lips  or  in  the  mind  when  reading  silently.  Much 
of  the  time  given  to  reading  might  profitably  be  devoted  to  other  subjects, 
or  to  other  kinds  of  reading  which  will  be  found  useful.  Instead  of  so  much 
drill  work  then,  the  children  in  the  upper  grades  especially  should  have  a 
great  deal  of  useful  reading,  parallel  reading,  not  only  of  a  literary  nature, 
but  of  many  other  kinds.  Since  most  of  the  reading  done  in  actual  life  is  not 
literary  material  but  magazines,  newspapers,  scientific  books,  informational 
works  of  all  kinds,  much  of  the  cursory  reading  in  school  should  be  done  in 
these  other  fields,  not  distinctly  literary.  Such  a  course  would  prepare  the 
children  better  for  the  actual  demands  of  life. 

There  are  two  distinct  divisions  of  reading  tests,  those  for  oral  reading 
and  tests  for  silent  reading.  The  tests  in  silent  reading  are  again  divided 
into  several  different  kinds.  They  may  be  tests  of  word  knowledge  or  vocab- 
ulary, or  they  may  be  tests  of  comprehension  of  the  material.  Of  these 
latter  there  are   again   several  different  types. 

One  type  is  those  tests  which  demand  that  the  speed  of  reading  be  scored 
according  to  the  number  of  words  read  per  minute  or  per  second  and  then 
that  comprehension  be  scored  either  by  reporting  orally  to  the  examiner  the 
contents  of  the  passage  read  or  by  writing  out  a  report  of' all  that  was  read. 
This  kind  of  test  may  be  scored  for  comprehension  either  by  counting  the 
number  of  words  written  after  eliminating  all  repetition  of  words  and  re- 
dundant words,  or  by  referring  to  a  score  key  on  which  are  indicated  all  the 
ideas  contained  in  the  passage.  The  ideas  given  in  the  report  are  then 
counted,  and  the  number  of  ideas  given  constitute  the  score  for  comprehension. 

Second,  the  comprehension  of  tests  for  the  understanding  of  sentences 
may  be  scored  by  asking  questions  on  the  contents  of  the  passage  read  and 
weighting  these  questions  by  numbers  proportionate  to  the  difficulty.  Many 
of  the  tests  combine  these  two  methods,  requiring  the  pupils  to  write  a  report 
of  the  passage  and  also  to  answer  questions  bearing  on  the   passage  read. 

Third,  there  are  certain  performance  tests,  or  tests  chiefly  of  the  nature 
of  performance,  which  demand  that  the  child  shall  read  the  passage  carefully 
and  then  make  certain  marks  or  symbols  or  follow  certain  directions  to 
show  that  he  has  understood  the  contents  of  the  selection  and  the  directions 
given  in  the  selection.  Such  tests  as  these  are  similar  in  some  respects  to 
the  test  for  following  directions  in  the  Army  Mental  Tests,  Scale  Alpha.  These 
performance  tests  may  be  scored  in  two  ways;  either  the  rate  of  reading 
and  the  understanding  may  be  included  in  one  score,  or  there  may  be  a  sepa- 
rate score  for  the  rate  of  reading  and  for  comprehension.  The  Kansas  Silent 
Reading  Tests  follow  the  first  plan,  while  the  Monroe  Silent  Reading  Tests 
follow  the  second  plan. 

1.  Silent  Reading  Tests 

*BROWN  SILENT  READING  TESTS,  SEPTEMBER  1,  1914 
(State  Normal  School,  Oshkosh,  Wisconsin) 
This  test  consists  of  an  interesting  reading  selection  for  all  the  grades 
from  the  third  to  the  eighth,  the  same  selection  being  used  for  all  the  grades. 
There  are  three  forms  of  equal  difficulty  provided  so  that  the  same  tests  can 
be  repeated  several  times  by  the  same  pupils.  The  time  required  for  giving 
the  test  is  exactly  60  seconds.  The  pupil  is  asked  to  draw  a  line  round  the 
last  word  read  when  time  is  called.  The  number  of  words  read  during  the 
minute  are  taken  as  a  score  for  speed.  The  pupil  is  then  required  to  write 
as  much  as  he  remembers  of  what  was  read.  This  reproduction  is  then  com- 
pared with  a  key  which  is  furnished  with  the  test  and  which  contains  in 
italics  all  the  principal  ideas  occurring  in  the  selection.  The  pupil's  paper  is 
scored  by  the  number  of  ideas  correctly  reproduced  according  to  the  key.  The 
principle  of  this  test  has  been  used  in  many  succeeding  tests,  since  Brown's 
was  the  first  successful  test  devised  for  reading.  There  are  only  tentative 
standards  for  this  test  at  the  present  time.    The  advantage  of  this  method 

41 


of  scoring  is  that  it  gives  an  objective  basis  for  judging  and  marking  the 
papers.  It  is  somewhat  slow,  however.  The  use  of  the  same  selection  for  all 
the  grades  might  limit  the  usefulness  of  this  test  somewhat. 

Address:  H.  A.  Brown,  president  of  the  State  Normal  School,  Oshkosh, 
Wisconsin. 

References:  Brown — The  Measurement  of  Ability  to  Read,  New  Hampshire 
Department  of  Public  Instruction,  Bulletin  No.  1,  Second  Edition,  1016,  Con- 
cord, New  Hampshire. 

Brown,  H.  A. — The  Measurement  of  the  Efficiency  of  Instruction  in  Read- 
ing.   El.  Sch.  Teh.  14:  June,  1914,  477-490. 

COURTIS  RESEARCH  TESTS,  SERIES  C,  ENGLISH,   1914 
(Bureau  of  Research,  Detroit) 

This  test  was  found  to  be  so  complicated  to  use  that  its  publication  has 
been  discontinued.  The  author's  reading  test  described  later  has  taken  its 
place.  » 

Address:    S.   A.   Courtis,   82   Eliot   Street,   Detroit,   Michigan. 

*THE  GRAY   SILENT   READING   TEST,   1914 
(University  of  Chicago) 

This  is  a  very  unique  test  of  silent  reading.  Each  child  is  tested  indi- 
vidually. This  makes  the  test  both  very  accurate  yet  very  difficult  to  give. 
There  are  three  selections.  Grades  2  and  3  are  tested  on  "Tiny  Tad,"  grades 
4,  5  and  6  on  "The  Grasshoppers,"  grades  7  and  8  on  "Ancient  Ships."  The 
selections  are  printed  on  cards  and  are  so  arranged  on  the  cards  that  the 
selection  is  printed  in  three  parts.  For  "Tiny  Tad"  the  middle  portion  con- 
tains just  100  words.  The  teacher  observes  the  child  read,  and  by  the  stop 
watch  takes  the  exact  time  when  the  pupil's  eyes  shift  from  the  first  division 
to  the  second  division  at  the  top  of  the  card,  and  then  takes  the  time  again 
when  the  child's  eyes  shift  from  the  bottom  of  the  middle  division  to  the 
top  of  the  last  division  of  the  selection.  This  gives  the  exact  time  required 
for  reading  100  words.  The  number  of  seconds  required  for  reading  the  middle 
column  is  recorded.  This  is  the  score  for  rate.  The  middle  column  of  the  other 
two  selections  contains  200  words,  and  so  the  number  of  seconds  required  for 
reading  the  second  column  must  be  divided  by  two  in  order  to  get  the  score 
for   rate   for   those   two   selections. 

If  the  pupil  has  been  reading  "Tiny  Tad,"  the  teacher  asks  him  to  tell 
the  story  as  well  as  he  can,  and  writes  eloAvn  the  pupil's  exact  report.  When 
he  discontinues  speaking  he  is  asked  if  he  remembers  anything  else.  For  the 
other  two  selections  the  pupil  writes  out  on  the  record  sheet  a  report  of 
what  he  remembers.  Also  on  the  back  of  the  sheet  are  10  questions  on  the 
story  read.  Each  question  counts  10%,  so  that  there  are  two  scores  for  quality 
of  silent  reading,  the  pupil's  report  of  what  he  read,  and  the  answers  to  the 
10  questions.  To  score  the  reproduction,  the  teacher  should  check  from  the 
pupil's  report  all  wrong  statements  and  all  repetitions,  and  count  the  remain- 
ing words.  The  percentage  that  these  words  are  of  the  total  number  of  words 
in  the  selection  is  the  score.  For  the  questions,  the  score  is  determined  by 
giving  each  one  of  the  10  questions  answered  correctly  a  score  of  10%,  The 
average  of  the  score  for  reproduction  and  the  score  for  answering  questions 
is  the  final  score  for  quality. 

The  same  record  blank  is  used  for  both  Gray's  Oral  Reading  and  Silent 
Reading  Tests.  On  the  back  of  the  score  sheet  are  included  explicit  directions 
for  giving  both  tests,  and  directions  for  scoring  and  tabulating  t1  e  results. 
Standards  for  both  oral  and  silent  reading  are  given  on  the  score  sheet. 

This  test  has  several  advantages,  the  chief  being  the  accurate  method 
of  testing  reading  by  testing  each  individual  separately,  the  ingenious  methods 
of  securing  the  score  for  rate,  and  the  fact  that  each  pupil  is  tested  fcr 
quality  of  reading  by  two  different  methods.  The  disadvantage  is  the  time 
required  for  giving  the  test.  This  test  was  used  in  the  Cleveland  Survey,  so 
that  there   is  a  good  basis  of  comparison  with   the   results   in   other   schools. 

Address:    Schools   of   Education,   University   of   Chicago. 

42 


References:  Gray — Methods  of  Testing  Reading,  Elementary  School 
Journal  16,  January,  1916,  pp.  231-246,  and  February,  1916,  pp.  281-298. 

Gray,  W.  8. — Reading  in  the  Elementary  Schools  of  Indianapolis.  El.  Sch. 
Jr.,  1919,  ID:   336-353;   419-444;   506-531;   608-627. 

Judd — Measuring  the  Results  of  the  Public  Schools,  Cleveland  Survey. 

Gray,  W.  S. — Studies  of  Elementary  School  Reading  Through  Standardized 
Tests.    Chicago,  1917. 

Gray,  W.  S. — A  Co-operative  Study  in  Reading  in  Eleven  Cities  in  Northern 
Illinois.    El.  Sch.  Jr.   17:   250-265,   1916. 

White,  C.  W. — A  Study  in  Reading  in  Indiana  Cities.  Fourth  Conference 
on  Educational  Measurements.   Indiana  University,  1917. 

*THE  KANSAS  SILENT  READING  TESTS,  1914 
(Devised  by  F.  J.  Kelley,  State  Normal  School,  Emporia,  Kansas) 

This  test  has  been  one  of  the  most  widely  used  tests  for  reading  ability. 
There  are  three  different  tests  in  the  series,  two  for  the  elementary  school 
and  one  for  the  high  school.  Test  No.  1  is  to  be  given  to  grades  3,  4  and  5; 
test  No.  2  to  grades  6,  7  and  8;  and  test  No.  3  to  the  high  school  pupils.  Ex- 
actly five  minutes  are  allowed  for  giving  the  test.  On  the  outside  page  are 
blanks  for  the  heading,  "pupil's  name,  date,  age,  grade,  etc.,"  directions  to 
be  read  in  concert  by  the  pupils  and  teacher,  and  an  example  illustrating  the 
tests.  After  the  pupils  understand  what  they  are  to  do,  a  signal  is  given 
to  turn  over  the  page  and  begin  with  test  No.  1.  They  do  as  many  as  they 
can  in  the  time  allowed.  The  test  consists  of  16  paragraphs  which  are  to  be 
read  and  responded  to  by  an  answer,  or  a  direction  followed.  The  tests  are 
weighted,  and  the  evaluation  of  each  paragraph  is  given  in  the  left  margin. 
The  store  of  each  pupil  is  the  sum  of  the  values  of  the  paragraphs  answered 
correctly.  An  answer  sheet  is  furnished  with  the  test,  and  each  question  must 
be  answered  absolutely  correctly  in  order  to  receive  credit.  There  is  no  sepa- 
rate score  for  rate,  but  the  score  for  comprehension  is  intended  to  include 
rate  of  work  also. 

Instructions  for  giving  and  scoring  the  tests  and  for  finding  the  median, 
class  record  blanks,  and  an  answer  sheet  are  included  with  the  tests.  We 
have  very  complete  standards  for  this  test.  It  has  been  widely  used  in 
surveys  so  that  there  is  an  excellent  basis  of  comparison  with  other  school 
systems.  The  standard  medians  given  on  the  score  sheet  were  obtained-  from 
over    100,000  children. 

Address:   State  Normal,  Emporia,  Kansas. 

References:  Kelley — The  Kansas  Silent  Reading  Test,  Bureau  of  Tests 
and   Measurements,  Publication,  New  Series  4:    1915,  pp.   37. 

Kelley — The  Kansas  Silent  Reading  Tests,  Journal  of  Educational  Psy- 
chology, Volume  7,  February,  1916,  pp.  63-80. 

Monroe— A  Report  on  the  Use  of  the  Kansas  Silent  Reading  Test  with 
Over  One  Hundred  Thousand  Children.  Jr.  Ed.  Ps.  9:  December,  1917,  pp. 
600-608. 

*THE   STARCH   SILENT   READING   TESTS,   1914 
(University  of  Wisconsin) 

This  test  consists  of  eight  selections  printed  on  separate  sheets.  Each 
test  is  intended  for  a  different  grade,  No.  1  for  the  first  grade,  No.  2  for  the 
second  grade,  etc.  Directions  for  giving  and  scoring  the  tests  are  included. 
The  pupils  are  told  to  read  silently,  as  rapidly  as  they  can,  and  at  the  same 
time  to  grasp  as  much  as  they  can.  They  are  also  told  that  they  will  be 
asked  to  write  down  in  their  own  words  as  much  as  they  remember  of  what 
they  read.  They  are  told,  furthermore,  not  to  read  anything  over  again  but 
to  read  on  continuously.  The  blanks  are  distributed  face  down,  and  at  the 
signal  "turn  and  start"  they  begin  reading.  The  time  limit  for  the  test  is 
exactly  30  seconds.  The  pupils  draw  a  line  around  the  last  word  read  to 
indicate  how  tar  they  have  read.  The  pupils  are  then  told  to  turn  the  blanks 
over  and  write  down  on  the  back  all  they  remember  of  what  was  read.  There 
is  no  time  limit  for  reproducing  the  story,  but  the  teacher  should  be  careful 

43 


that  they  do  not  copy  from  each  other.  The  speed  of  reading  is  determined 
by  ascertaining  the  number  of  words  read  per  second.  To  find  the  score  for 
comprehension  the  written  account  is  carefully  read  and  all  incorrect  or  ir- 
relevant words,  as  well  as  repetitions,  are  crossed  out.  The  remaining  words 
are  counted  and  the  number  is  taken  as  the  score  for  comprehension.  The 
average  number  of  words  which  have  to  be  discarded  by  this  method  is  about 
7%,  so  that  if  only  the  class  averages  are  desired  the  words  in  the  reproduc- 
tion can  simply  be  counted  and  7%  deducted.  Of  course  this  method  cannot 
be  applied  if  the  results  of  the  individual  pupils  are  desired.  The  author 
recommends  that  a  second  test  be  given,  using  the  test  sheet  for  the  grade 
below,  and  that  the  average  of  the  two  results  be  taken  as  the  final  scores 
for  both  speed  and  comprehension.   Standards  are  given  on  the  direction  sheet. 

This  test  seems  to  be  a  good  one,  though  the  plan  of  counting  the  number 
of  words  in  the  reproduction  of  the  pupil  in  order  to  obtain  a  score  for  com- 
prehension has  been  questioned.  Another  possible  disadvantage  is  that  some 
of  the  selections  used  are  familiar  to  some  classes.  The  advantage  is  that 
there  is  a  different  selection  to  be  read  by  each  grade.  The  print  of  the  selec- 
tions for  lower  grades  is  larger  than  that  for  the  upper  grades,  and  the 
selections  are  easier. 

Address:  Dr.  Daniel  Starch,  University  of  Wisconsin,  Madison,  Wis- 
consin. 

References:  Starch  Educational  Measurements,  Macmillan  and  Company, 
New  York  City. 

Starch,  D. — The  Measurement  of  Efficiency  in  Reading.  Jr.  Ed.  Ps. 
6:    1-24,  January,  1915. 

*THORNDIKE  READING  SCALE  ALPHA  (1914)  AND  ALPHA  2  (1915)  FOR 

MEASURING  THE  UNDERSTANDING  OF  SENTENCES 

(Teachers'  College,  Columbia  University) 

Since  scale  Alpha  2  is  only  an  improvement  of  the  earlier  scale  Alpha, 
only    scale   Alpha   2   will   be   described. 

This  scale  is  published  in  two  parts,  part  one  for  grades  3  to  5,  part  two 
for  grades  6  to  12.  The  two  scales  overlap  t'o  some  extent.  Part  one  consists 
of  4  sets  of  reading  selections  with  questions  added.  Each  set  has  a  score 
value  attached  and  the  set  is  marked  "passed"  if  the  student  succeeds  in 
answering  80%  of  the  questions  correctly.  Part  two  consists  of  4  sets  of 
paragraphs,  beginning  with  set  IV  and  extending  to  set  VIII.  These  are  more 
difficult  than  those  for  part  one,  and  consequently  the  score  values  are 
higher.  A  score  key  containing  the  correct  answers  to  the  questions  and  a 
correction  table  for  interpolating  the  scores  and  class  record  sheets  contain- 
ing space  for  the  tabulation  of  the  answer  to  each  question  of  each  paragraph 
are  included.  Directions  for  giving  and  scoring  the  tests  and  standard  medians 
are  given  in  a  pamphlet,  "Directions  for  Thorndike  Reading  Scale  Alpha  2," 
published   by    Teachers'   College,   Columbia   University,   New    York   City. 

Twenty-five  minutes  are  allowed  for  the  test.  The  test  is  an  excellent 
one,  though  it  is  not,  strictly  speaking,  a  timed  test,  since  25  minutes  is 
usually  long  enough  to  complete  the  work. 

Address:  Bureau  of  Publications,  Teachers'  College,  Columbia  University, 
New  York  City. 

References:  Thorndike — An  Improved  Scale  for  Measuring  Ability  in 
Reading,  Teachers'  College  Record,  16:  November,  1915,  pp.  31»53;  and  17: 
January,   1916,  pp.  40-67. 

Thorndike— Reading  as  Reasoning,  A  Study  of  Mistakes  in  Paragraph 
Reading,  Journal  of  Educational  Psychology,  8:    June,   1917,  pp.  323-332. 

Kelley,  T.  L. — Thorndike's  Reading  Scale.  Alpha  2  Adapted  to  Individual 
Tests.    Teachers'  College  Record  18:   May,   1917,  253-260. 

THE  MINNESOTA  READING  TEST:  UNDERSTANDING  OF  SENTENCES, 

SCALE  BETA  I 

(Date   not   obtainable) 
There  are  two  scales  in  this  series,  the  first  for  grades  3  to  5,  the  second 
for  grades  6  to  9.    The  scale  is  a  modification  and  extension  of  Thorndike's 

44 


Scale,  Alpha  2.  It  is  put  up  in  a  little  more  convenient  form  than  the  Thorn- 
dike  Scale. 

The  test  for  grades  3  to  5  consists  of  5  paragraphs  to  be  read  and 
questions  to  be  answered  on  each  paragraph.  The  respective  scores  of  10,  30, 
40,  50  and  60  are  assigned  to  the  paragraphs.  On  the  back  of  the  folder  is  a 
preliminary  test  which  contains  three  sentences  and  three  questions  under 
each  sentence.  The  child  is  to  read  each  sentence  and  then  answer  the  three 
questions.  After  the  preliminary  test  is  given  the  directions  for  the  test 
proper  are  read,  and  the  children  read  the  paragraphs  and  answer  the 
questions   in   writing. 

The  score  for  the  individual  pupil  is  the  "highest  numbered  line  which  the 
child  does  with  one  or  no  omission  or  error."  The  class  score  is  the  number 
of  the  line  in  which  the  percentage  of  error  is  20.  A  table  is  included  to  aid 
m  interpolating  the  scores.  There  is  also  a  key  or  answer  sheet  for  determin- 
ing the  answers.  A  folder  of  complete  directions  for  giving  and  scoring  the 
test   is   included   with  the   test   material. 

The  test  for  grades  6  to  9  is  similar  to  the  one  just  described.  This  test 
begins  with  value  40  and  extends  to  value  70.  Qualities  40,  50  and  60,  which 
are  given  for  the  former  test,  are  repeated  here.  On  the  first  page  of  both  of 
these  tests  is  an  individual  score  sheet.  The  scale  is  issued  in  two  forms 
which  are  approximately  equal  in  value,  sO  that  the  test  may  be  repeated 
by  the  same  students.  Record  sheet  number  2  should  be  ordered  with  the 
test  for  recording  the  results.  This  test  has  a  high  reliability  co-efficient.  It 
is  not  completely  standardized,  however.  Tentative  standards  can  be  pro- 
cured from  the  following  address.  , 

Address:    University   of   Minnesota,   Minneapolis,   Minnesota. 

Reference:  Haggerty,  M.  E. — The  Ability  to  Read:  Its  Measurement  and 
Some  Factors  Conditioning  It.  Indiana  University  Studies  4:  January,  1917, 
Bloomington. 

*THE   FORDYCE   SCALE   FOR  MEASURING   THE  ACHIEVEMENTS 

IN  READING,  1916 

(University  of  Nebraska) 

This  test  consists  of  2  selections,  one  for  grades  3  to  5,  and  the  other 
for  grades  6  to  9.  The  test  for  the  lower  grades  is  called  "Narcissus"  and*  is 
taken  from  the  Greek  legend.  The  test  for  the  upper  grades  is  the  "Spirit 
of  Spring."  Test  number  one,  the  story  of  Narcissus,  contains  300  words,  and 
test  number  two  contains  512  words.  One  minute  is  allowed  for  giving  the 
test,  and  the  pupil  is  asked  to  make  a  mark  around  the  word  he  is  reading 
when  time  is  called.  For  test  number  one  the  percentile  grade  for  rate  is 
found  by  dividing  the  number  of  words  read  in  the  given  time  by  three, 
since  there  are  300  words  in  the  selections.  For  test  number  two  the  percentile 
grade  for  rate  is  found  by  dividing  the  number  of  words  written  by  five. 
The  number  of  words  can  be  counted  easily  by  referring  to  the  key  given 
in  the  leaflet  of  instructions. 

After  the  speed  test  is  completed  the  children  are  to  read  the  remainder 
of  the  selection  so  that  they  can  answer  the  questions  on  it.  The  blanks 
containing  the  questions  on  the  passages  are  then  passed  around  for  the 
purpose  of  testing  the  quality  of  reading.  Ten  minutes  are  allowed  for 
answering  the  questions  on  test  number  one,  and  15  minutes  for  test  number 
two.  Each  one  of  these  questions  is  evaluated,  and  the  value  of  each  ques- 
tion is  given  in  the  booklet  of  instructions.  The  total  values  equal  100.  A 
score  card  or  key  is  also  provided  in  the  booklet  of  instructions,  which  gives 
the  correct  answer  for  each  question.  The  values  for  test  number  two,  "The 
Spirit  of  Spring,"  have  been  revised  recently.  Sheets  containing  the  values 
for  this  test,  and  also  new  standards,  can  be  secured  from  the  address  below. 

The  test  includes  some  practice  exercises  for  the  benefit  of  the.  students 
who  are  behind  standard,  especially  in  rate.  These  exercises  consist  of  groups 
of  words  arranged  in  4  columns.  The  first  column  contains  24  combinations 
of  2  words  each,  exercise  II,  24  groups  of  3  words  each,  exercise  III,  24  groups 
of  4  words  each,  and  exercise  IV,  a  selection,  "The  House  That  Jack  Built," 
printed  in  groups  of  from  three  to  five  words  in  a  group.    The  practice  is  con- 

45 


ducted  by  having  the  pupil  read  and  grasp  groups  of  words  as  rapidly  as 
possible.  He  begins  with  the  simpler  exercises  and  proceeds  to  the  more  diffi- 
cult ones.  The  author  finds  that  the  slow  readers  are  usually  those  who  have 
to  read  in  small  units,  and  that  the  perceptual  span  increases  with  the  ocular 
span,  for  "the  mind  passes  more  rapidly  to  meaning  from  phrases  or  sentences 
than  from  single  words."  The  author  asserts  that  through  ten  minutes' 
practice  daily  of  similar  exercises  he  was  able  to  double  his  rate  of  reading 
within    one    year's    time. 

Address:  Dean  Charles  Fordyce,  University  of  Nebraska,  Lincoln,  Ne- 
braska. 

Reference:  Fordyce — A  Scale  for  Measuring  the  Achievements  in  Read- 
ing, same  address. 

*MONROE'S  STANDARDIZED  SILENT  READING  TEST,   1917 
(University  of  Illinois) 

This  test  is  devised  on  the  same  principle  as  the  Kansas  Silent  Reading 
Test,  but  is  an  improvement  over  this  earlier  test.  The  test  is  put  up  in 
exactly  the  same  form.  The  directions  are  included  on  the  first  page  of  the 
folder  and  instructions  are  given  which  are  to  be  read  aloud  by  the  children 
and  teacher  in  concert.  An  illustrative  example  is  also  given  on  the  first 
page  and  the  children  respond  to  this  test  for  preliminary  practice.  There 
are  three  tests  in  the  series,  test  1  for  grades  3,  4  and  5;  test  2  for  grades 
6,  7  and  8;  and  test  3  for  the  high  school. 

Test  1  consists  'of  16  paragraphs  which  are  to  be  read  silently.  One  ques- 
tion is  asked  on  each  paragraph  to  which  the  child  must  respond,  usually  by 
adding  a  word  in  the  blank  space  or  by  underlining  some  word  given  in  a 
series.  The  response  is  always  very  short  and  definite.  Each  paragraph  has 
in  the  left  margin  of  the  page  a  rate'  value  attached  and  in  the  right  margin 
of  the  page  a  comprehension  value.  Thus  the  pupils  are  scored  for  rate  and 
comprehension  separately.  The  score  for  rate  is  the  sum  of  the  rate  values 
of  the  questions  answered  and  the  score  for  comprehension  is  the  sum  of 
the  comprehension  values  of  those  paragraphs  responded  to  correctly.  An 
answer  sheet  is  included  on  the  back  page  of  the  record  blank  to  aid  in  scoring 
the*  results.  Standards  are  also  given  on  the  record  blank,  as  well  as  instruc- 
tions for  finding  the  median  and  tabulating  the  results.  The  standards  are 
revised  from  time  to  time  so  that  the  latest  standards  should  be  requested 
when  ordering  the  tests.  Five  minutes  are  allowed  for  the  tests.  Directions 
for  scoring  the  tests  and  finding  the  median  and  recording  the  results  are 
given  on  the  record  sheet.  Test  2  is  similar  except  the  questions  are  a  little 
more  difficult  and  there  are  only  14  paragraphs  in  this  test.  Twelve  para- 
graphs are  included  in  test  3. 

This  test  is  an  improvement  over  the  Kansas  Silent  Reading  Test  in 
two  respects.  In  the  first  place  the  paragraphs  are  selected  from  readers  and 
are  very  much  less  puzzling  in  their  nature  than  those  of  the  Kansas  Test. 
They  are  more  typical  of  the  paragraphs  which  the  pupil  finds  in  his  general 
reading.  The  responses  too  are  simpler  and  more  natural  than  those  in  the 
Kansas  Test,  so  that  this  test  seems  to  be  less  a  test  of  general  intelligence 
and  more  nearly  a  fair  test  of  reading  ability  than  the  Kansas  Test.  In  the 
second  place  there  is  a  separate  score  for  rate  and  for  comprehension,  while 
both  of  these  factors  are  included  in  the  score  for  comprehension  in  the 
Kansas  Test.  A  disadvantage  is  that  this  test  has  not  been  so  widely  stand- 
ardized as  the  Kansas  Test  and  has  not  been  so  often  used  in  the  surveys, 
so  that  the  means  of  comparison  with  achievements  of  other  cities  is  some- 
what more  restricted.  This  test  is  employed  by  the  State  Department  of 
Public  Instruction  of  Colorado. 

Address:   Kansas  State  Normal  School,  Emporia,  Kansas. 
References:   Monroe,  W.  S.— Monroe's  Standardized  Silent  Reading  Test. 
Jr.  Ed.  Ps.  9:   303-312,  June,  1918. 

Witham,  E.  C. — Scoring  the  Monroe  Silent  Reading  Test.  Jr.  Ed.  Ps. 
L918:  9,  51(5-518. 

46 


*THE  COURTIS  STANDARD  RESEARCH  TESTS,  SERIES  R,  SILENT 
READING  TEST  NO.  2,  1917 
(Bureau  of  Research,  Detroit) 

This  test  is  intended  for  grades  2-5  inclusive.  The  results  of  these  tests 
when  given  to  the  upper  grades  have  proved  to  be  unreliable  and  for  that 
reason  Courtis  suggests  that  in  grades  6-8  the  Monroe  Silent  Reading  Test 
be  substituted  for  this  one.  This  test  consists  of  a  story  of  two  pages  in 
length  containing  567  words.  This  part  of  the  test  is  used  as  a  speed  test 
and  the  pupils  are  instructed  to  make  a  mark  around  a  word  which  they  are 
reading  at  the  end  of  30-second  intervals  which  are  called  out  by  the  teacher 
during  the  test.  The  speed  test  lasts  exactly  three  minutes.  This  constitutes 
part  1  of  the  test. 

Part  2  of  the  test  consists  of  the  same  selection  divided  into  14  para- 
graphs. There  are  5  questions  asked  under  each  paragraph,  all  of  which  can 
be  answered  by  "yes"  or  "no."  The  pupils  are  asked  to  read  these  selections 
one  at  a  time  and  then  to  answer  the  5  questions  by  the  words  "yes"  or 
"no."  The  pupils  are  allowed  to  reread  these  paragraphs  in  order  to  get 
the  correct  answers.  They  are  also  warned  not  to  guess  at  the  answers.  The 
pupils  are  asked  to  draAv  a  circle  around  the  number  of  the  question  they 
are  answering  at  the  end  of  each  minute  when  the  signal  is  given  by  the 
teacher.  The  rate  score  is  the  number  of  words  read  per  minute  in  the  speed 
test.  The  score  for  the  questions  is  the  number  of  questions  answered  in  5 
minutes.  In  case  a  pupil  finishes  the  test  before  five  minutes  the  number  of 
questions  answered  in  5  minutes  is  computed  for  the  average  number  an- 
swered per  minute. 

In  addition  to  this  another  score  called  the  index  of  comprehension  must 
be  found.  This  is  done  by  subtracting  the  wrong  answers  from  the  right 
answers  algebraically  and  then  dividing  the  difference  by  the  number  of 
right  answers.  A  table  is  also  given  for  finding  the  index  of  comprehension. 
Standards  are  given  on  the  record  sheet.  A  graph  sheet  is  also  included  for 
drawing  a  graph  of  the  class  record.  Also  an  individual  record  card  is  pro- 
vided for  each  pupil  with  answers  printed  on  the  back.  This  card  provides 
separate  space  for  recording  all  of  the  results  in  detail.  Also  a  very  con- 
venient class  record  sheet  is  provided  as  an  aid  to  tabulating  the  results. 
This  sheet  also  contains  standards  for  the  test.  Three  folders  of  instruc- 
tions are  also  included  with  the  test.  Folder  A  contains  general  instruc- 
tions to  examiners  in  all  subjects;  folder  B-R  contains  detailed  instructions 
for  giving  and  scoring  the  tests;  folder  D-R  contains  instructions  for  com- 
pleting the  scoring,  for  making  records,  and  interpreting  the  results.  The 
instructions  are  very  complete.    The  test  itself  is  put  up  in  a  very  convenient 

folder. 

i 

Some  of  the  possible  disadvantages  of  the  test  are  that  the  pupils  merely 
reply  by  the  words  "yes"  or  "no"  and  consequently  there  is  a  possibility  of 
guessing.  The  index  of  comprehension,  however,  offers  opportunity  to  check 
up  on  this.  Also  only  questions  are  asked  on  the  contents  of  the  page  and 
no   opportunity    is   given    for   reproducing   the    selection. 

Address:  S.  A.  Courtis,  82  Eliot  Street,  Detroit,  Michigan. 

Reference:  Courtis — The  Problems  of  Measuring  Ability  in  Silent  Read- 
ing.   American  School  Board  Journal  54:    May,   1917,  pp.   17-18,  and  p.  81. 

*THE  HOLMES  READING  TEST  (Date  Uncertain) 
(Harvard  University) 
There  are  two  forms  of  this  test,  each  consisting  of  a  reading  selection, 
the  first  selection,  "The  Rich  Man,"  containing  753  words,  the  second  selec- 
tion, "The  Great  King,"  containing  786  words.  Twenty  seconds  are  allowed 
for  reading  as  much  of  the  material  as  possible.  When  the  time  is  called  to 
stop,  the  pupils  are  to  underline  the  last  word  read.  The  pupils  are  told  to 
finish  reading  the  story,  however,  so  that  they  may  know  the  contents  of  it. 
The  children  then  reproduce  the  story  as  accurately  as  possible.  Then  a 
list  of  standardized  questions  is  copied  on  the  blackboard  for  the  children  to 
answer. 

47 


The  scoring  for  rate  is  done  by  computing  the  number  of  words  read 
per  minute.  A  score  sheet  is  provided  with  the  principal  ideas  of  the  test 
underlined.  The  score  for  comprehension  is  found  by  counting  the  number 
of  ideas  indicated  by  the  key  which  are  contained  in  the  student's  reproduc- 
tion of  the  story.  The  number  of  ideas  correctly  reproduced  is  multiplied  by 
2  6/7  in  order  to  determine  the  final  score  for  the  reproductions.  The  answers 
to  the  questions  are  weighted  and  the  score  values  indicated  opposite  the 
questions.  There  is  also  an  answer  key  for  these  questions  which  indicates 
percentages  to  be  given  for  each  part  of  the  answer.  Another  score  sheet  is 
provided  which  has  the  words  in  the  selections  numbered  so  as  to  obviate  the 
necessity  of  counting  the  words  to  determine  the  score  for  rate.  Complete 
directions  for  giving  and  scoring  the  test  are  added. 

The  method  of  scoring  this  test  for  comprehension  is  extremely  good.  The 
test  was  used  in  the  survey  of  the  schools  of  Brookline,  Massachusetts,  and 
these   results   may   be   used   for  comparison. 

Address:    Harvard   University,   Cambridge,   Massachusetts. 

Reference:    Survey  of  the  Brookline  Schools,  Brookline,  Massachusetts. 

THE  SACKETT   READING   TEST,   1919 
(University  of  Texas) 

This  test  consists  of  a  story  of  110  words.  The  directions  instruct  the 
children  to  read  the  story  through  till  they  are  sure  they  know  it  well.  When 
they  have  finished  reading  it  they  write  the  story  in  their  own  words  in 
the  space  provided  below.  On  the  back  of  the  sheet  are  15  questions  to  be 
answered  on  the  context.  Some  of  the  questions  are  of  the  nature  of  per- 
formance tests.  Standards  are  available  from  the  third  grade  to  the  uni- 
versity  Sophomore   Class. 

Address:    L.   W.  Sackett,  University   of  Texas,   Austin. 

*THE   HAGGERTY  ACHIEVEMENT   EXAMINATION   IN   READING, 

SIGMA  1,  FOR  GRADES  1-3,  1920 

(University   of   Minnesota) 

Test  2  of  this  series,  which  is  given  first,  consists  of  20  questions  which 
are  followed  by  the  words  "no"  and  "yes."  The  response  is  made  by  under- 
lining the  correct  answer.  The  questions  are  increasingly  long  and  difficult. 
The  first,  for  example,  is  "Can  you  eat?"  The  last  is  "Do  convicts  sometimes 
escape  from  prison?' 

Test  1  consists  of  reading  sentences  or  paragraphs,  and  responses  to  be 
made  or  questions  to  be  answered.  The  simplest  ones  are  printed  in  very 
large  type  and  are  of  the  nature  of  performance  tests,  for  example:  "Put 
a  tail  on  this  pig."  A  sketch  of  the  pig  without  a  tail  appears  on  the  other 
side  of  the  page,  and  the  child  is  to  draw  the  tail.  Test  1  contains  25  ques- 
tions or  responses.  Questions  1-8  are  in  16  point  type,  9-21  in  14  p^int  type, 
and  22-25  in  12  point  type.  The  test  appears  in  booklet  form  which  is  well 
illustrated  by  pictures.  These  serve  both  as  incitements  to  interest  and  as 
means  of  making  responses.  The  reading  paragraphs  become  increasingly 
long  and  difficult.  The  questions  are  usually  very  simple,  so  as  to  make 
the  test  really  a  test  of  reading  rather  than  a  test  of  intelligence.  This 
test  was  used  in  the  recent  Virginia  School  Survey.  Directions  for  giving 
and  scoring  the  test  are  included  in  a  separate  manual.  A  score  card,  record 
blanks,  and  standards  accompany  the- tests. 

Address:  M.  E.  Haggerty,  University  of  Minnesota,  Minneapolis,  Minne- 
sota. 

References:  Haggerty,  M.  E. — Manual  of  Directions,  World  Book  Co., 
Yonkers,   New   York,    1920. 

Virginia  School  Survey,  Richmond,  Virginia. 

THE  ADAMS  SILENT  READING  TESTS,  1920 

(State  Normal  School,  Plymouth,  New  Hampshire) 

This  test  consists  of  8  selections,  one  for  each  grade.    The  first  is  printed 

in  large,  bold  type,  the  second,  third  and  fourth  in   12  point  type,  and  the 

others  in  smaller  type.    The  reading  material  is  chosen  with  a  view  to  the 

48 


pupil's  pedagogical  needs,  the  developmental  stage  of  the  child,  the  child's 
interests   and  correlation  with  school  activities. 

The  speed  test  is  given  by  allowing  the  children  to  read  for  30  seconds 
and  then  having  them  draw  a  line  around  the  last  word  read,  and  is  ex- 
pressed as  the  number  of  words  read  per  minute.  The  comprehension  score 
is  determined  by  the  answers  to  10  questions  on  the  back  of  the  test  sheet. 
To  secure  the  comprehension  score  each  correct  answer  is  marked  "1."  and 
the  results  are  multiplied  by  the  grade  of  the  test  so  that  the  highest  possible 
score  for  comprehension  in  the  first  grade  is  10  and  for  the  eighth  grade  80. 
The  pupils  are  also  allowed  to  report  the  story  and  the  teacher  may  check 
up  by  the  questions.  The  questions  may  be  answered  orally  in  the  first  three 
grades. 

Score  cards  and  a  direction  sheet  for  giving  and  scoring  the  tests  are 
included.  The  chief  advantage  of  the  test  is  its  simplicity  and  the  adaptation 
of  the  reading  material  to  the  interests  of  the  child. 

Address:  Edward  E.  Babb  and  Company,  93  Federal  Street,  Boston,  Mass. 

2.  Vocabulary  Tests 

*THE   THORNDIKE   READING   SCALES   A,   A-2   AND   B:    WORD 
KNOWLEDGE    OR    VISUAL    VOCABULARY,    1914-1915  >> 
(Teachers'  College,  Columbia  University) 

The  latter  two  are  modifications  of  Scale  A,  which  was  published  in 
1914.  Scale  A  contains  fewer  words  than  the  later  editions.  Scale  A-2,  x 
series,  will  serve  as  an  example.  Other  series  are  published  as  equivalent 
tests.  Scale  A-2  consists  of  13  lists  of  words  arranged  in  so  many  lines 
and  in  increasing  order  of  difficulty,  each  of  which  has  the  value  indicated 
in  the  margin.  Above  these  words  are  eight  sets  of  directions.  The 
first  set  of  directions  is  to  write  the  letter  "F"  over  every  word  on  the 
page  that  means  a  flower.  The  second  is  to  write  the  letter  "A"  over  every 
word  on  the  page  that  means  an  animal.  There  are  six  other  sets  of  direc- 
tions of  a  similar  nature.  The  pupil's  score  is  the  score  value  of  the  most 
difficult  line  of  which  the  pupil  answers  8  of  the  10  words  in  the  line  correctly. 

Address:  Bureau  of  Publications,  Teachers'  College,  Columbia  University, 
New  York  City. 

References:  Thorndike — Measurement  of  Achievement  in  Reading:  Word 
Knowledge;    Teachers'  College  Record   17:    November,   1916,  pp.  430-454. 

Thorndike — Measurement  of  Ability  in  Reading  Preliminary  Scales  and 
Tests.    Teachers'    College   Record    15:    September,    1914. 

Childs,  H.  G. — A  Half- Year's  Progress  in  the  Achievement  of  One  School 
System  as  Measured  by  the  Thorndike  Visual  Vocabulary  Test.  National 
Society  for  the  Study  of  Ed.  15th  Yearbook,  1916,  Part  I,  79-83. 

THE  MINNESOTA  READING  TEST:   VISUAL  VOCABULARY  SCALE  R-2 

Form  4  for  Grades  3  and  4 

Form  5  for  Grades  5,  6,  7  and  8  \ 

(Date  Unknown) 

(N.  E.  Haggerty,  University  of  Minnesota) 

This  scale  is  a  modification  of  the  Thorndike  Scale  just  described.  For 
Form  4  there  are  4  lines,  each  containing  5  words.  There  are  12  Bets  of  direc- 
tions at  the  top.  An  illustrative  preliminary  test  is  given  on  the  back  of  the 
sheet.  Form  5  is  arranged  in  the  same  manner  but  contains  6  lines  of  5  words 
each  and  15  sets  of  directions.  These  tests  differ  from  the  Thorndike  Test 
chiefly  in  the  use  of  fewer  words,  a  different  selection  of  words,  and  a  greater 
number  of  sets   of  directions,   requiring  a  greater   number  of  responses. 

Address:  Bureau  of  Co-operative  Research,  University  of  Minnesota, 
Minneapolis,  Minnesota. 

Reference:  Haggerty,  M.  E. — Scales  for  Reading  Vocabulary  of  Primary 
Children.    El.  Sch.  Jr.   17:    106-115,  October,   1916. 

49 


*THE  STARCH  ENGLISH  VOCABULARY  TEST,   1916 
(University  of  Wisconsin) 

This  test  consists  of  two  lists  of  100  words  each.  The  words  are  chosen 
from  the  dictionary  by  the  method  of  random  sampling,  after  the  technical 
words  are  eliminated.  The  child  is  to  check  off  the  words  whose  meaning 
he  is  sure  of  and  can  use  correctly,  and  write  the  meaning  after  the  words 
with  which  he  is  familiar  but  of  whose  meaning  he  is  not  quite  sure  The 
children  are  also  told  that  they  will  be  asked  by  the  examiner  to  write 
the  meaning  after  any  of  the  difficult  words  that  they  may  have  checked. 
This  is  to  insure  the  examiner  that  the  child  knows  the  meaning  of  the 
words  checked  off.  Directions  and  standards  accompany  the  test.  The  words 
of  the  test  are  not  those  comprising  the  vocabulary  of  children.  The  test 
is  not  a  measurement  of  words  needed  by  the  child,  but  it  is  of  value  since 
the  score  indicates  the  percentage  of  non-technical  words  of  the  English 
language  that  the  child  knows. 

Address:  Dr.  Daniel  Starch,  University  of  Wisconsin,  Madison,  Wisconsin. 

References:  Starch — The  Measurement  of  Efficiency  in  Reading,  Journal 
of   Educational   Psychology   6:    January,   1915,   pp.    1-24. 

Starch — Educational  Measurements,  Second  Edition,  Macmillan  and  Com- 
pany,   1920,   New   York   City. 

THE  SOUTHINGTON-PLYMOUTH  ENGLISH   VOCABULARY   SCALE,   1919 

This  test  consists  of  50  rather  common  words  arranged  in  the  order  of 
increasing  difficulty,  and  numbered.  On  the  other  side  of  the  page  are  defini- 
tions for  these  words.  The  pupil  must  place  before  the  definition  the  number 
of  the  word  which  is  defined. 

Address:  Supt.  Witham,  Southington,  Conn. 

3.  Oral  Reading  Tests 

*THE   GRAY   STANDARDIZED   READING   PARAGRAPHS,   1914 

(William  S.  Gray,  Chicago  University) 

This  test  consists  of  12  reading  paragraphs  of  about  the  same  length. 
The  first  ones  are  very  simple  and  the  others  are  increasingly  difficult.  The 
first  three  selections  are  printed  in  large  type  suited  to  beginning  pupils,  and 
the  remainder  of  the  paragraphs  are  in  smaller  but  sufficiently  large  and 
clear  type.    Each  pupil   is  tested   separately. 

The  time  is  taken  when  the  pupil  begins  reading  each  paragraph  and 
again  when  the  pupil  finishes  reading  the  paragraph.  The  errors  in  pro- 
nunciation and  of  omissions,  substitutions,  and  repetitions  are  marked  in 
the  test,  and  the  time  required  for  reading  the  paragraph  is  recorded  on  the 
margin  of  the  test  sheet.  Each  pupil  is  allowed  to  continue  reading  until  he 
makes  7  errors  in  each  of  2  paragraphs.  The  pupil's  score  varies  inversely 
with  the  time  required  for  reading  the  paragraphs  and-  the  number  of 
errors  made. 

Complete  directions  for  giving  the  test  and  scoring  and  tabulating  the 
results  are  given  on  the  back  of  the  score  sheet  for  reading. 

This  test  is  probably  the  best  test  of  oral  reading  for  all  the  grades.  It 
was  used  in  the  survey  of  the  Cleveland  schools  and  in  several  other  surveys, 
including  the  survey  of  the  schools  of  Sterling,  Colorado,  so  that  standards 
and    means   of   comparison   with   other   school    systems    are   available. 

Address:  William  S.  Gray,  School  of  Education,  University  of  Chicago, 
Chicago.   Illinois. 

Reference:  Gray — Methods  of  Testing  Reading,  Elementary  School  Journal 
16:    January,   1916,  pp.  231-246,  and   February,   1916,  pp.   281-298. 

*THE  JONES  SCALE  FOR   TEACHING  AND   TESTING  ELEMENTARY 

READING,   1915 
This  is  a  test  of  oral  reading  for  the  first  three  grades.    It  is  made  up 
of  all   sight   words  and  of  phonograms  recurring  ten  times   or   more    in   ten 

50 


widely  used  primers.  There  are  really  two  tests,  one  for  sight  words  of 
which  there  are  192,  and  one  for  the  phonetic  test  containing  118  words. 
The  words  are  weighted  according  to  the  frequency  of  their  occurrence  in  the 
primers.  The  score  for  a  pupil  is  the  percentage  which  the  sum  of  the 
values  attached  to  the  words  correctly  pronounced  is  of  the  sum  of  the  values 
of  all  the  words.  The  total  value  of  all  the  phonograms  is  15,657;  that  of 
the  sight  test  is  17,565.  To  find  the  score  for  a  class  of  ten  pupils  selected  at 
random  from  a  larger  class,  the  sum  of  the  total  values  of  the  words  missed 
by  the  entire  ten  pupils  is  subtracted  from  the  above  number  multiplied  by 
ten.  The  difference  is  divided  by  156,570  for  the  phonograms,  or  175,650  for 
the  sight  words,  so  that  the  resulting  score  is  expressed  in  percentage. 
Standards  are  given  with  the  test  materials.  Complete  directions  for  giving 
and  scoring  the  test  and  teachers'  check  cards  with  the  weighted  values  of 
the  words  and  space  for  the  individual  records  of  the  pupils,  also  pupils  cards 
for  reading  the  words  accompany  the  tests.  There  is  a  separate  sheet  contain- 
ing standards  from  20  schools.  A  monograph  by  the  author  entitled,  "Standard 
in  Mechanics  by  Elementary  Reading,"  goes  with  the  test. 

This  test  is  a  very  good  one  for  vocabularies  of  young  children,  although 
it  takes  no  consideration  of  speed  reading  and  errors  of  insertion,  omission, 
repetition  and  such  mistakes.  It  is  intended  only  as  a  test  of  recognition  and 
vocabulary  and  pronunciation  of  unrelated  words.  Another  objection  which 
has  been  advanced  with  regard  to  these  tests  concerns  the  method  by  which 
the  words  were  evaluated.  The  fact  that  "the"  occurs  a  great  many  more 
times  in  the  primers  than  the  word  "pieces"  may  not  necessarily  entitle  it 
to  a  proportionately  high  value.  The  test  is,  however,  a  great  aid  to  the 
teacher. 

Address:   R.  G.  Jones,  1453  Marlowe  Avenue,  Lakewood,  Ohio. 

References:  Jones — Scale  for  Teaching  and  Testing  Elementary  Reading, 
Rockford,    Illinois. 

Jones — Standard  in  Mechanics  of  Elementary  Reading,  Lakewood,  Ohio. 

THE  MINNESOTA  VISUAL  VOCABULARY  TEST  FOR  GRADES  1  AND  2 

(Date  unknown.    Haggerty,  University  of  Minneapolis) 

This  test  is  a  simplification  of  the  above  test  by  Jones.  The  test  consists 
of  two  pupil's  cards,  form  1  containing  30  sight  words  and  form  2  containing 
25  phonetic  words.  The  words  are  arranged  in  order  of  increasing  difficulty, 
5  words  in  a  group  or  line. 

"The  child's  score  is  the  highest  line  in  which  he  makes  not  to  exceed 
1  error  or  omission.  The  class  score  is  the  number  of  the  line  in  which  the 
per  cent  of  error  is  nearest  20." 

Two  class  record  sheets  with  space  for  recording  the  results  of  25  pupils 
are  supplied,  one  for  the  sight  test  and  one  for  the  phonetic  test.  A  sheet 
of  directions  for  giving  and  scoring  the  test  is  also  provided. 

Address:    Bureau  of  Co-operative  Research,  Minneapolis,  Minnesota. 

Reference:  Haggerty — Scales  for  Reading  Vocabulary  for  Primary  Chil- 
dren, Elementary  School  Journal  17:   October,   1916,  pp.   106-115. 

THE  PRICE  PRACTICAL  ORAL  READING  TEST   FOR   GRADES  2  TO  8 

OCTOBER,  1916 
(Superintendent,  Enid,  Oklahoma) 

The  same  general  plan  is  followed  in  the  test  for  each  grade.  The  test 
for  each  grade  consists  of  two  selections  to  be  read,  test  number  1  to  be  given 
early  in  the  school  year  and  test  number  2  near  the  close  of  the  school  year. 
Each  test  consists  of  an  interesting  story  or  selection.  The  number  of  words 
in  each  line  is  indicated  in  the  right  margin.  The  children  are  tested  in- 
dividually for  one"  minute  each  and  the  mistakes  are  recorded  for:  1,  words 
miscalled;  2,  words  put  in;  3,  words  left  out;  4,  transposed  words.  Two 
persons  are  required  to  give  the  tests,  one  to  give  the  directions  and  to  keep 
time,  and  the  other  to  record  the  number  and  nature  of  the  mistakes  and 
count  the  number  of  words  read.   The  score  for  each  pupil  is  found  "by  multi- 

51 


plying  the  per  cent  of  words  read  correctly  in  the  total  number  of  words 
read,  by  the  number  of  words  read  correctly.  The  class  score  is  the  approximate 
median  of  the  individual  scores. 

Directions  for  giving  the  test  are  printed  on  the  first  page  of  the  folder, 
and  directions  for  scoring  the  test,  as  well  as  standards  based  on  the  records 
of  about  200  children  of  each  grade,  are  given  on  the  back  of  the  score  sheet. 
The  score  sheet  contains  columns  for  age,  pupil's  name,  words  miscalled,  words 
put  in,  words  left  out,  transposed  words,  number  of  words  read,  number  of 
mistakes,  and  score.  The  standards  are  tentative,  but  are  to  be  revised  from 
time  to  time.  The  tests  have  the  advantage  of  providing  different  selections 
for  every  grade  so  that  the  reading  material  is  suitable  for  the  grade  intended. 
The  principle  of  the  test  seems  to  be  a  good  one. 

Address:   E.  D.  Price,  Enid,  Oklahoma. 

GENERAL   BIBLIOGRAPHY   ON   READING   TESTS 

Anderson,  H.  W. — Measuring  Primary  Reading  in  the  Dubuque  Schools.    The 

Harris-Anderson  Test.    Dubuque,   Iowa,    1916,   23  pp. 
Bobbitt,  F. — Reading  in  the  Elementary  Schools  of  Indianapolis,  V  and  VI: 

the  Reading  Materials.    El.  Sch.  Jr.  10:  665-688,  741-761. 
Boston.    Dept.  of  Ed.  Investigation  and  Mes. — Standards   in   Silent  Reading, 

with    Suggestions    on    How    Teachers    May    Test    Their    Pupils    in    Silent 

Reading.    Boston,   1916,  School  Document  No.   18,  Bui.  No.   12,  24  pp. 
Brown,    H.    A. — The    Significance    of    the    Measurement    of    Ability    to    Read. 

Education  36:   May,  1916,  589-610. 
Gray,  W.'S. — Methods  of  Testing  Reading.    El.  Sch.  Jr.  16:  January-February, 

1916,  231-246,  281-298. 

Gray,  W.  S. — The  Use  of  Tests  in  Improving  Instruction.  El.  Sch.  Jr.  19: 
1918,    121-42. 

Gray,  C.  T. — Types  of  Reading  Ability  as  Exhibited  through  Tests  and 
Laboratory  Experiments.    Chicago  University  Press,  1917,  196  pp. 

Gray,  W.  S. — Selected  Bibliography  upon  Practical  Tests  of  Reading  Ability. 
Fourteenth  Yearbook,  National  Society,  Pt.  I,  1915,  59-60. 

Gray,  W.  S. — A  Study  of  the  Emphasis  on  Various  Phases  of  Reading  In- 
struction  in   Two  Cities.    El.   Sch.   Jr.   17:    November,   1916,    178-186. 

Gray,  W.  S. — The  Relation  of  Silent  Reading  to  Economy  in  Education.  Six- 
teenth Yearbook,  National   Society,   Pt.   I,   1917,    17-32. 

Gray,  W.  S. — Value  of  Informal  Tests  of  Reading  Accomplishment.  Jr.  Ed. 
Research    1:    February,    1920,    103-111. 

Haggerty,  M.  E. — The  Ability  to  Read:  Its  Measurement  and  Some  Factors 
Conditioning   It.     Indiana    University    Studies    Vol.    4,    No.    34,    January, 

1917.  Bloomington,  Indiana. 

Hayes,  S.  P. — Report  of  Preliminary  Tests  in  Reading.    Publ.  Penn.  Institu- 
tion  for  Instruction  of  the  Blind,   1:    1918,  pp.   20. 
Heilman,    J.    D. — A    Study    of    the    Mechanics    of    Reading.     Colorado    State 

Teachers  Bui.   1918,  Greeley. 
Hill,  D.  S. — Experimental  Studies  of  Achievement  in  Reading.    New  Orleans, 

La.,  Public  Schools,  Annual  Report  1915-16,  Pt.  3,  61-72. 
Judd,  C.  H. — Demonstration  of  the  Gray  Reading  Test.    Also  Reading  Tests. 

Fourth  Conf.  on  Educational  Mes.  1917,  Indiana  University,  Bloomington. 
Judd,  C.  H. — Report  of  Committee  on  Tests  and  Standards  of  Efficiency   in 

Schools  and  School  Systems:  Reading  Tests.  Proc.  N.  E.  A.  1915:  561-565. 
Judd,  C.  H.— Reading.  Fifteenth  Yearbook,  National  Soc.  Pt.  I,  1916,  111-119. 
King,  I. — A  Comparison  of  Slow  and  Rapid  Readers.    Sch.  &  Soc.  4:  November 

25,   1916,  830-834. 
King,  I. — Comparison  of  the  Efficiency  of  Slow  and  Rapid  Readers.    Sch.  & 

Soc.  6:   August   18,  1917,  203-204. 
Mead,    C.    D. — Silent    Versus    Oral   Reading   with    One    Hundred    Sixth-Grade 

Children.    Jr.    Ed.   Ps.    6:    June,    1915,   345-348. 

52 


Merrill,  Maud — A  Scale  for  the  Individual  Measurement  of  Reading  Ability. 

Jr.  Ed.  Ps.  10:  October,  1919,  389-400. 
Otis,  A.  S. — Considerations  Concerning  the  Making  of  a  Scale  for  the  Measure- 
ment of  Reading  Ability.    Ped.  Sem.  23:   December,  1916,  528-549. 
Peters,  C.  C. — The  Influence  of  Speed  Drills  upon  the  Rate  and  Effectiveness 

of  Silent  Reading.    Jr.  Ed.  Ps.  8:  June,  1917,  350-356. 
Pintner,  R.,   and   Gilliland,  A.   R. — Oral   and   Silent   Reading.    Jr.   Ed.   Ps.   7: 

April,  1916,  201-212. 
Richards,  O.  M.,  and  Davidson,  T.   E. — Correlations  of  Single   Measurements 

of    Some   Representative    Reading   Tests.     Sch.    &    Soc.    4:    September    2, 

1916,   375-377. 
Schmidt,  W.  A. — An  Experimental  Study  in  the  Psychology  of  Reading.    Chi- 
cago   University    Press,    1917,    pp.    126. 
Starch,  D.— The  Reliability  of  Reading  Tests.    Sch.  &  Soc.  8:    1918,  86-90. 
Thorndike,  E.  L.— Tests  of  Oral  and  Silent  Reading.    Indiana  University  Bui. 

12,    1914,   37-51. 
Uhl,  W.  L. — The  Use  of  the  Results  of  Reading  Tests  as  a  Basis  for  Planning 

Remedial  Work.    El.   Sch.  Jr.   17:    December,   1916,  266-275. 
Wassen,  A.  W. — A  Report  of  an  Experiment  in  the  Use  of  the  Kansas  Silent 

Reading  Test  with  Korean  Students.    Ed.  Adm.  &  Sup,  3:  February,  1917, 

98-101. 
Whipple,   G.   M.,   and  Curtis,  J.   N. — Preliminary   Investigation   of   Skimming 

in  Reading.    Jr.  Ed.  Ps.  8:   June,  1917,  333-349. 
Ziedler,  R. — Tests   in   Silent   Reading   in    the   Rural    Schools   of   Santa   Clara 

County,  California.    El.  Sch.  Jr.  September,  1916,  65-62. 

VIII— GEOGRAPHY 

GEOGRAPHY   TESTS,    1915 

The  difficulties  of  testing  geography  are  due  chiefly  to  unformulated  aims, 
purposes,  and  value  of  geography  instruction,  and  to  lack  of  analysis  of  the 
subject.  Possibly  most  teachers  teach  the  mere  facts  of  geography  with  the 
stress  on  definitions  and  formal  knowledge.  Others  emphasize  the  location 
of  important  centers,  still  others,  products  from  different  regions,  and  again 
others,  commercial  geography,  and  still  others,  physical  geography.  Other 
teachers  emphasize  national  geography;  some,  the  influence  of  climate  and 
geographical  relations  upon  peoples;  some,  political  geography,  or  various 
other  elements. 

It  is  difficult  to  test  geographical  appreciation  or  geographical  thinking, 
so  that  most  of  the  standard  tests  now  available  must  confine  themselves 
largely  to  an  exploration  of  the  facts  in  the  common  knowledge  of  the  pupils. 

THOMPSON'S  MINIMUM  ESSENTIALS  IN  GEOGRAPHY,  1908 
These  consist  of  two  sets  of  tests,  one  an  oral  drill  on  answering  ques- 
tions of  geography  and  the  other  the  written  test.    These  tests  were  intended 
originally  chiefly  as  aids  in  teaching  rather  than  as  standardized  tests,  but 
have  been   found  useful  also   for  the  latter  purpose. 
Address:    Ginn   and   Company,   New   York. 

THE  BOSTON  GEOGRAPHY  TESTS,  JANUARY,   1915 
These  tests  consist  of  two  sheets,  one  for  the  geography  of  the  United 
States   and   one   for   the  geography   of   Europe. 

The  map  of  the  United  States  occupies  the  upper  part  of  the  first  sheet. 
Below  it  are  blanks  for  the  name,  age,  sex,  school  and  grade  of  the  pupil. 
Then  follow  10  questions  on  the  geography  of  the  United  States.  Cities  men- 
tioned are  to  be  located  on  the  map.  Products  for  which  the  cities  are  noted 
are  to  be  given.  Localities  which  produce  certain  staple  products  and  rea- 
sons for  growth  of  certain  large  cities  are  to  be  given.  Several  questions  on 
climatology,  and  one  question  on  the  commerce  of  San  Francisco  and  New 
York  compared  are  given. 

53 


The  test  on  the  geography  of  Europe  consists  of  a  map  of  Europe  and 
seven  questions  on  European  geography.    These  questions  are: 

1.  Locate  on   the  map  2  seaports  of   European  Russia. 

2.  Why  are  the  seaports  of  Russia  not  so  important  as  the  seaports  of 
•  England? 

3.  Of  what  value  to  the  countries  of  Europe  are  their  colonies  in  other 
parts  of  the  world? 

4.  Why  does  England  import  large  quantities  of  wheat? 

5.  Write  on  the  map  the  names  of  the  leading  manufacturing  countries 
of   Europe. 

6.  Why  has  Germany  become  very  important  as  a  manufacturing  country? 

7.  Why  is  the  .climate  of  Italy  different  from  that  of  Germany? 

These  questions  teach  many  of  the  important  aspects  of  European  geog- 
raphy. The  disadvantage  of  these  tests  lies  in  part  in  their  brevity.  They 
were  not  printed  for  distribution.  They  were  used,  however,  in  the  survey  of 
the  Boston  schools,  and  the  scores  from  this  survey  are  available  for  com- 
parison. 

Address:  Department  of  Educational  Investigation  and  Measurement, 
Boston,  Massachusetts. 

Reference:  Geography:  Bulletin  No.  5,  School  Document  No.  14,  1915, 
Boston,  Massachusetts,  Dept.  of  Ed.  Investigation  and  Mes. 

THE  BUCKINGHAM  GEOGRAPHY  TESTS,  JANUARY,   1916 

(University   of   Illinois) 

This  test  was  used  in  the  survey  of  the  Gary  and  Prevocational  Schools 

of  New  York  City.    There  are  20'  questions  in  the  test  and  these  have  been 

evaluated  experimentally,   and   standardized.    The   tests   are   not   printed   for 

distribution   out   are   given   in    full   in   the   following  reference. 

Address:    H.   R.   Buckingham,   University   of   Illinois,   Urbana,   Illinois. 
Reference:  Buckingham — A  Survey  of  the  Gary  and  Prevocational  Schools 
of   New   York   City. 

THE   STARCH   GEOGRAPHY   TEST,   SERIES  A,   1917 
(University   of   Wisconsin) 

This  is  a  test  containing  78  questions  and  statements  arranged  in  the 
form  of  mutilated  sentences.  The  blanks  are  to  be  filled  in  with  the  correct 
responses.  There  are  several  blanks  on  each  question,  and  the  score  consists 
of  the  number  of  blanks  correctly  filled  in.  Directions  for  giving  and  scoring 
the  test  are  included  in  the  folder.  Standards  are  given  for  grades  5  to  8, 
and  were  obtained  from  approximately  1,300  pupils.  A  score  key  should  be 
procured  to  aid  in  scoring  the  test. 

This  test  is  very  complete,  but  it  has  the  fault  of  emphasizing  discon- 
nected facts  and  formal  knowledge,  much  of  which  is  less  important  than 
geographical  thinking,  reasoning  and  judgment.    The  test  is  not  a  timed  test. 

Address:   Dr.  Daniel  Starch,  University  of  Wisconsin. 

*THE  HAHN-LACKEY  GEOGRAPHY  SCALE,  1917,  SECOND  EDITION,  1919 
(State  Normal  School,  Wayne,  Nebraska) 

This  geography  3cale  is  arranged  on  the  same  principle  as  the  Ayres 
Spelling  Scale.  The  scale  is  based  upon  283,100  answers  by  1,696  pupils  in 
12  schools.  The  scale  consists  of  216  questions  arranged  in  25  columns  lettered 
from  A  to  Y.  The  questions  in  each  column  are  of  an  approximately  equal 
degree  of  difficulty.  In  no  case  does  the  absolute  value  of  an  exercise  differ 
from  the  approximate  value  by  more  than  00.4%,  and  this  only  in  a  very  few 
cases.  The  scale  is  so  arranged  that  from  15  to  20  tests  can  be  given  to 
each  grade  without  the  repetition  of  an  exercise. 

The  percentage  of  correct  answers  to  be  expected  from  each  school  grade 
for  the  questions  in  each  column  is  indicated  at  the  top  of  the  scale,  so 
that  these  percentages  serve  the  purpose  of  standards,  as  is  the  case  in  the 
Ayres  Spelling  Scale.    To  give  the  test,  several  of  the  questions,  usually  ten, 

54 


are  written  on  the  board  as  in  an  ordinary  examination,  and  the  pupils  are 
told  to  answer  these  in  writing.  The  scale  is  intended  for  grades  4  to  8  in- 
clusive. 

This  is  one  of  the  best  geography  scales.  A  disadvantage,  however,  is 
that  no  map  work  is  included,  and  many  of  the  questions  are  somewhat 
formal   in   character. 

Address:  H.  H.  Hahn  and  E.  E.  Lackey,  Wayne  State  Normal,  Wayne, 
Nebraska. 

References:  Hahn  and  Lackey — Monograph  Describing  the  Geography 
Scale,  Wayne   State   Normal,   Wayne,  Nebraska. 

Lackey,  E.  E. — Measuring  the  Ability  of  Children  in  Geography,  Journal 
of  Geography  16:    184-188,  January,   1918. 

Lackey,  E.  E. — A  Scale  for  Measuring  the  Ability  of  Children  in  Geog- 
raphy,  Journal   of  Educational   Psychology-  9:    443-451,   October,    1918. 

Matthewson,  C.  A. — Some  Results  with  the  Hahn-Lackey  Scale  in  Geog- 
raphy, Journal  of  Educational  Psychology  9:    581-587,  December,   1918. 

THE  COURTIS  SUPERVISORY  TEST  IN  GEOGRAPHY,  TEST  A 

FORM  A,  1918 

(Bureau  of  Research,  Detroit) 

This  is  intended  as  a  test  of  the  knowledge  in  only  one  small  field  of 
geographical  study,  the  location  of  states  and  of  prominent  cities.  This  test 
consists  of  a  map  of  the  United  States,  on  which  each  of  the  48  states  is  num- 
bered. Below  the  map  is  a  list  of  the  states  and  after  the  name  of  each 
state  is  to  be  placed  its  number  on  the  map.  The  second  part  of  the  test, 
the  location  of  cities,  consists  of  locating  by  number  states  in  which  30 
prominent  cities  are  located.  The  time  allowed  for  the  first  test  is  four  min- 
utes, that  for  the  location  of  cities,  two  minutes.  The  scores  are  the  number 
of  states  and  the  number  of  cities  correctly  located.  Answer  cards,  indi- 
vidual record  cards,  class  record  cards,  and  a  large  class  record  sheet  arranged 
for  filing  are  included.   Standards  may  be  obtained  from  the  following  address. 

Address:   S.  A.  Courtis,  82  Eliot  Street,  Detroit,  Michigan. 

Reference:  Courtis,  S.  A. — Measuring  the  Effects  of  Supervision  in  Geog- 
raphy, School  and  Soc.  10:   61-70,  July  19,  1919. 

*WITHAM'S   STANDARD    GEOGRAPHY   TESTS,    1918 
(Superintendent,  Southington,  Connecticut) 

There  are  several  of  these  tests,  one  on  the  United  States  (1918),  one  on 
South  America  (1919),  and  one  on  the  world.  The  test  on  the  world  is  to 
be  given  to  fifth  grade  pupils.  The  test  on  the  United  States  is  intended  for 
sixth  grade  pupils,  and  that  of  South  America  for  the  more  advanced  pupils. 
The  test  on  the  United  States  will  be  described  as  a  typical  example.  Follow- 
ing are  the  questions: 

I.  Draw  on  the  space  below  an  outline  of  the  United  States. 
II.  On  the  map  just  drawn,  write  the  names  of  what  bounds  the  United 
States  on  all  sides. 

III.  Draw  an  outline  on  the  above  map  of  the  state  in  which  you  live.  Locate 
the  capital  of  your  state  by  means  of  a  small  circle.    Write  its  name. 

(On  the  second  page  of  the  leaflet  is  a  printed  outline  map  of  the 
United  States.) 

IV.  On  the  printed  outline  map  on  the  opposite  page,  neatly  letter  the  names 
of  the  following  features.  You  may  use  abbreviations.  (Then  follow 
the  names  of  ten  important  rivers.) 

V.  Locate  the  following  mountains.     (The  names  of  five  mountain  ranges 

follow.) 
VI.  Locate  the  following  five  lakes  and  gulfs. 
VII.  Locate  on  the  outline  map  the  list  of  fifteen  cities. 

VIII.  Locate  on  the  map  a  list  of  five  states.  On  the  last  page  of  the  folder 
are  ten  maps  showing  the  industrial  regions  of  the  United  States.  The 
names  of  these  industrial  regions  are  to  be  found  at  the  top  of  the  page. 

55 


IX.  Identify  on  the  map  each  of  the  ten  industrial  regions. 

A  folder  of  directions  for  giving  and  scoring  the  tests  and  recording 
the  results,  and  also  directions  for  drawing  a  graph  of  the  results  are  included. 
On  the  other  side  is  a  class  record  sheet,  and  a  blank  graph  for  the  class 
scores  on  all  of  the  questions.  The  tests  on  the  world  and  on  South  America 
follow  the  same  plan.    Standards  are  available   for  all  of  these  tests. 

This  test  has  been  criticised  because  of  the  predominance  of  questions  on 
locations  of  places,  and  the  emphasis  on  facts.  Most  of  these  elements  should, 
no  doubt,  be  known  to  one  familiar  with  geography,  since  they  are  all  rather 
important  questions.  The  last  question  in  the  test  described  is  important 
because  of  the  knowledge  of  commercial  and. industrial  geography  involved. 
Many  other  phases  of  geography,  however,  are  not  included,  and  so  the  test 
is    not    entirely   complete. 

Address:    Ernest   C.   Witham,   Southington,   Connecticut. 

References:  Witham,  E.  C. — A  Minimum  Standard  for  Measuring  Geog- 
raphy.   Amer.  Sch.  Bd.  Jr.  50:   13-14,  January,  1915. 

Witham — Standard   Geography   Test — the   Word.    For   Fifth   Grades.    Jr. 

Ed.  Ps.  9:   432-442,  October,  1918. 

THE  BUCKINGHAM  GEOGRAPHY  TEST  FOR  GRADES  7  AND  8,  1920 
(University  of  Illinois) 
This  test  is  in  preparation  at  the  present  time.    It  may  be  secured  from 
the  Bureau  of  Educational  Research,  University  of  Illinois,  Urbana,  Illinois. 

BIBLIOGRAPHY  ON  TESTS  IN  GEOGRAPHY 

Bagley,   W.   C. — The    Determination    of    Minimum    Essentials    in    Elementary 

Geography   and    History.     Fourteenth   Yearbook   National    Society,    1915, 

Pt.  I,  131-146. 
Branom,  M.  E.,  and  Reavis,  W.  C. — The  Determination  and  Measurement  of 

the   Minimal   Essentials   of   Elementary    School   Geography.     Seventeenth 

Yearbook   National   Society,    Pt.   I,   27-39. 
Taylor,  E.  G.  R.— Children's  Mistakes  in  Geography.   Jr.  Ed.  50:   1918,  322-323. 
Whitbeck,  R.  H. — A  Test  in  General  Geography.   Jr.  Geogr.  16:  December,  1917, 

149-152. 

IX— HISTORY 

HISTORY  TESTS,  1916 
The  difficulties  in  devising  history  tests  are  similar  to  those  encountered 
in  the  geography  tests,  as  the  subject  is  one  which  does  not  easily  lend  itself 
to  analysis.  Its  content  is  not  definite  as  that  of  arithmetic  or  spelling,  con- 
sequently there  is  considerable  disagreement  in  the  aims  and  purposes  of 
teaching  history.  Some  would  like  to  have  the  emphasis  placed  on  names, 
dates,  facts  and  details;  some  upon  political  questions;  others  upon  social 
and  cultural  history;  and  still  others  upon  the  philosophy  of  history,  demand- 
ing a  study  of  causes  and  effects  of  great  movements,  rather  than  detailed 
information;  and  others  upon  the  study  of  original  sources.  For  these  reasons, 
the  history  and  geography  tests  have  been  developed  only  recently. 

BUCKINGHAM  TEST  FOR  HISTORY,  JANUARY,  1916 
(University  of  Illinois) 

These  tests  were  constructed  for  use  in  the  survey  of  the  Gary  and  Pre- 
vocational  schools  of  New  York  City.  The  values  of  the  questions  were  de- 
termined experimentally.  This  test  is  not  printed  for  distribution,  but  is 
described  in  the  reference  below. 

Since  then,  the  author  has  made  a  study  of  the  ability  to  use  historical 
facts.    See  references  below. 

Address:  B.  R.  Buckingham,  University  of  Illinois,  Urbana,  Illinois. 

References;  Buckingham — "A  Survey  of  the  Gary  and  Pre- vocational 
Schools  of  New  York  City." 

56 


Buckingham — "Correlation  between  Ability  to  Think  and  Ability  to  Re- 
member."   School  and   Society  5:    April   14,   1917,   pp.  443-448. 

THE  BELL  AND  McCOLLUM  TEST,   1917 
(Arranged  by  L.  W.  Sackett,  the  University  of  Texas) 

This  test  is  arranged  in  a  very  convenient  form  in  a  little  booklet.  Direc- 
tions for  giving  and  scoring  the  test  and  standards  for  different  types  of 
schools  are  given  on  the  covers  of  the  folder.  The  tests  included  are  as 
follows :  « 

I.  Give  the  reason  for  the  historical  importance  of  each  of  the  following 
dates  in  United  States  History.    (Then  follows  a  column  of  10  dates.) 
II.  Indicate  for  what  each  of  the  following  men  was  celebrated.    (A  series 
of  10  names  is  given.) 

III.  Mention  the  name  of  the  man  prominently  connected  with  each  of 
the   following  historical  events.     (10  events   are  given.) 

IV.  Define  in  short  sentences  each  of  the  following  historical  terms.    (10 
terms  follow.) 

V.  Make  a  list  of  all  the  political  parties  that  have  arisen  in  the  United 
States   since  the   Revolution,   and   state   the   principle   advocated  by 
each.    (Value  431.) 
VI.  Indicate   the   great    divisions    or   epochs    of   United    States    History. 

(Value   415.) 

VII.  On  the   accompanying  outline  map   of  the  United   States  draw  the 

land  boundaries  of  the  United  States  at  the  close  of  the  Revolution, 

and   indicate   by   drawing  boundaries   and  naming    what   have   been 

the  different  acquisitions  of  territory  since  that  date.    (Value  325.) 

The  score  of  each  part  of  questions  I  to  IV  is  given  in  the  margin.    The 

time  allowance  for  the  different  tests  is  as  follows: 

Test  1 4  minutes 

Test  II 5  minutes 

Test  III 3  minutes 

Test  IV 7  minutes 

Test  V : 5  minutes 

Test  VI 5  minutes 

Repeated  trials  have  shown  this  to  be  ample  time. 

Following  the  usual  blanks  for  name,  age,  grade,  etc.,  is  a  space  for  a 
personal  report  on  the  length  of  time  spent  in  studying  United  State  history, 
the  time  elapsed  since  the  study  of  that  subject,. and  an  expression  of  the 
order  of  preference  for  English,  geography,  physiology,  history  and  arithmetic 
while  in  school. 

Address:    L.   W.    Sackett,   the   University   of   Texas,   Austin,    Texas. 

Reference:  Bell  and  McCollum — A  Study  of  the  Attainments  of  Pupils 
in  United  States  History.    Jr.  Ed.  Ps.  8:  May,  1917,  257-274. 

THE  STARCH  AMERICAN  HISTORY  TEST,  SERIES  A,  SPRING  OF  1917 
(University  of  Wisconsin) 

This  test  is  devised  on  exactly  the  same  plan  as  the  Starch  Geography 
Test,  that  is,  upon  the  principle  of  mutilated  sentences.  There  are  69  questions 
in  all  and  most  of  these  contain  several  blanks  to  be  filled  in.  The  deficiences 
of  the  test  pertain  chiefly  to  the  nature  of  questions  asked.  Many  details 
and  isolated  facts  are  called  for  to  the  neglect  of  thought  questions,  historical 
reasoning  and  judgment,  and  appreciation  of  the  comparative  importance  of 
the  events.  Of  course  many  of  the  questions  are  of  great  importance,  how- 
ever. Standards  based  on  the  work  of  2,000  pupils  are  given  for  grades  6,  7,  8 
and  high  school.  The  scoring  is  done  by  counting  the  number  of  blanks  cor- 
rectly  filled   in. 

Address:  Dr.  Daniel  Starch,  University  of  Wisconsin,  Madison,  Wisconsin. 

Reference:  Starch,  D.,  and  Elliott,  E.  C. — Reliability  of  Grading  Work  in 
History.     Sch.   Rev.   21:    676-681,    December,    1913. 

57 


*THE  HARLAN  TEST   OF  INFORMATION  IN  AMERICAN   HISTORY 
(C.  L.  Harlan,  Lewiston  State  Normal  School,  Lewiston,  Idaho) 

This  test  is  arranged  in  10  exercises,  each  containing  several  sub-ques- 
tions. The  test  includes  the  following  elements  of  historical  information: 
names  of  important  men  and  their  connection  with  great  events,  historical 
terms  and  examples  of  each,  the  connection  of  important  events  with  names 
of  places,  thought  questions  for  the  practical  application  of  civics,  the  selec- 
tion from  a  list  of  names  of  men  prominent  in  certain  periods  of  American 
history,  the  dates  of  important  events,  events  associated  with  important 
dates,  examples  illustrating  the  truth  of  four  general  statements  concerning 
the  history  of  our  country,  giving  the  significance  of  four  topics  in  the  history 
of  the  United  States,  and  citing  important  immediate  historical  results  of  a 
list  of  five  causes. 

Accompanying  the  test  is  a  folder  of  complete  directions  for  using  and 
scoring  the  test  and  standards  based  upon  the  answers  of  over  2,000  pupils. 
These  tentative  standards  for  the  7th  and  8th  grades  are  for  the  "end-of- 
the-year  tests."  The  standards  are  56  for  the  7th  grade  and  86  for  the  8th 
grade.  A  score  key  is  furnished,  giving  the  answer  to  each  question  and  the 
value  of  each  element  of  each  exercise.  The  sum  of  the  values  of  the  ques- 
tions correctly  answered  is  the  pupil's  score.  The  class  score  is  the  approxi- 
mate median  as  determined  by  the  method  described  on  the  accompanying 
record  sheet. 

This  test  has  the  advantage  of  including  some  important  elements  in 
history.  Some  of  the  questions  are  purely  thought  questions  and  others  test 
the  student's  knowledge   of  causes  and  effects. 

Address:  Bureau  of  Co-operative  Research,  University  of  Minnesota, 
Minneapolis,  Minnesota. 

RAYNOR  AMERICAN   HISTORY   TEST,    1919 
(W.  H.  Ray  nor) 
This  test  is  based  upon  Bagley's  investigation   of  elementary   histories. 
In  plan  it  is  similar  to  the  American  History  Test  by  Starch. 

Address:  Bureau  of  Educational  Research,  University  of  Illinois,  Urbana, 
Illinois. 

Reference:  Rugg,  E.  N. — Character  and  Value  of  Standardized  Tests  in 
History.    School  Review,   December,    1919,   757-771. 

*THE  VAN  WAGENEN  AMERICAN  HISTORY  SCALES  A  AND  B,  1919-20 
(University    of    Minnesota) 

This  is  by  far  the  most  extensive  and  thorough  history  test  yet  devised. 
Its  derivation  was  the  subject  of  a  dissertation  for  the  Doctor's  Degree.  .Scale 
B  is  an  equivalent  test  for  Scale  A  in  case  the  test  is  repeated  by  the  same 
pupils.  The  series  consists  of  three  different  scales:  an  information  scale,  a 
thought  scale,  and  a  character  judgment  scale.  In  addition  to  these,  there  is  a 
character  judgment  scale  L  which  is  more  extensive  and  more  difficult  than 
scales  A  and  B.  The  information  scale  consists  of  34  questions,  most  of  these 
with  subheads.  The  questions  are  arranged  in  the  order  of  increasing  difficulty. 
Question  No.  17   on  scale  A  is: 

"What  group  of  Indian  tribes  lived  in  the  western  part  of  New  York?" 

Question  No.  17  on  scale  B  is: 

"Name  two  American  generals  who  fought  in  the  Revolutionary  War. 

"Name  one  more  American  general  who  fought  in  the  Revolutionary  War." 

The  thought  scale  consists  of  22  questions,  including  many  subheads, 
arranged  in  the  order  of  increasing  difficulty.  A  typical  example  of  these 
questions  is  No.   11,  scale  A,  which  follows: 

"Previous  to  the  Civil  War  a  large  part  of  the  Southern  cotton  crop  was 
exported   to   England: 

"(a)   What  was  evidently  one  of  the  chief  occupations  of  England? 

"(b)  What  effect  did  the  blockade  of  the  Southern  ports  by  the  North 
during  the  Civil  War  have  upon  this  occupation?" 

58 


No.  11,  scale  B,  is  the  following  question: 

"At  the  beginning  of  the  19th  century  voting  and  office  holding  in  the 
United  States  were  for  the  most  part  restricted  to  property  holders.  During 
the  next  thirty  years,  with  the  growth  of  manufacturing,  the  people  who 
worked  for  wages  but  owned  little  or  no  property  became  a  larger  part 
of  the  population.  These  people  wanted  shorter  hours  of  work  and  better 
educational   opportunities   for  their  children. 

"(a)  In  order  to  get  these  things  what  would  you  expect  the  laboring 
people  to  demand?" 

The  character  judging  scale  consists  of  15  questions.  Question  No.  7 
from   scale  A  is: 

"In  1724  the  Massachusetts  Colony  determined  to  put  a  stop  to  the 
Indian  ravages.  One  of  their  armies  of  about  eighty  men  under  Moulton 
cautiously  advanced  through  a  forest  to  the  open  village  of  Norridgewock. 
Not  an  Indian  was  stirring,  till  at  Jength  a  warrior  came  out  from  one 
of  the  huts,  saw  the  English,  gave  a  startled  war-whoop,  and  ran  back  for 
his  gun.  Then  all  was  dismay  and  confusion.  Squaws  and  children  ran 
screaming  for  the  river,  while  the  warriors,  fifty  or  sixty  in  number,  came 
to  meet  the  enemy.  Moulton  ordered  his  men  to  reserve  their  fire  until  the 
Indians  had  emptied  their  guns.  The  savages  fired  wildly  and  did  little  or 
no  harm.  The  English,  still  keeping  their  ranks,  returned  a  volley  with  deadly 
effect.  The  Indians  gave  one  more  fire,  and  then  ran  for  the  river.  Some 
tried  to  wade  to  the  farther  side,  others  swam  across,  while  many  jumped 
into  their  canoes,  but  could  not  use  them  as  they  had  left  the  paddles  in 
their  huts.  Moulton  and  his  men  followed  close,  shooting  the  fugitives  in 
the  water  or  as  "they  climbed  the  farther  bank. 

"(a)   Draw  a  line  under  the  three  of  the  following  wOrds  which  you  think 
best  describe  the  action  of  the   English  Colonial  soldiers: 
frightened  resolute  excited  terrified  careless 

deliberate  wavering  timid  cowardly  cool 

"(b)  Draw  a  line  under  the  three  of  the  following  words  which  you  think 
best  describe  the  action  of  the  Indian  warriors: 

treacherous  brave  crafty  excited  cool 

terrified  courageous  resolute  bold  irresolute" 

Question   No.   8,    scale   B,   is: 

"The  first  newspaper  published  in  New  York  City,  the  New  York  Gazette, 
was  the  organ  of  the  governor  and  the  aristocratic  or  court  party.  Nine 
years  later,  in  1734,  the  Weekly  Journal",  edited  by  Zenger,  appeared  and  was 
from  the  start  the  organ  of  the  popular  party.  At  the  time  the  governor- 
ship of  the  colony  was  being  used  to  pension  off  any  court  favorite  other- 
wise unprovided  for,  without  reference  to  the  result  of  his  appointment 
upon  the  colony.  Zenger  began  publishing  a  continuous  succession  of  attacks 
on  the  crown  officials,  the  governing  class,  and  finally  upon  the  governor, 
Crosby,   himself.  ^ 

"Zenger  was  arrested  and  thrown  into  jail  on  the  charge  of  libel.  As  the 
chief  justice  at  the  time  belonged  to  the  popular  party,  he  was  turned  out  of 
office  and  replaced  by  one  of  the  stoutest  upholders  of  the  crown.  Even 
Zenger's  lawyers  were  disbarred  from  the  court,  so  that  he  had  to  be  defended 
by  one  imported  from  Philadelphia.  The  defense  was  that  the  statements 
asserted  to  be  libelous  were  true.  The  attorney-general  for  the  crown  took 
the  ground  that  if  they  were  true,  the  libel  was  only  so  much  the  greater. 
-  The  judges  instructed  the  jury  that  this  was  the  law,  but  the  jury  ac- 
quitted Zenger.  The  acquittal  was  hailed  with  clamorous  joy  by  the  mass 
of  the  population,  and  gave  an  imrifense  impetus  to  the  growth  of  the  spirit 
of   independence. 

"(a)  Draw  a  line  under  the  three  of  the  following  words  which  you  think 
best  describe   the  action  of  Zenger   in  thus   attacking  the   court   party: 

spiteful  petty  independent  ignoble  daring 

reckless  wavering  foolhardy  patriotic  timid 

59 


"(b)  Draw  a  line  under  the  three  of  the  following  words  which  you  think 
best  describe  the  action  of  the  governing  class  in  thus  prosecuting  Zenger: 

brave  patriotic  unjust  courageous  prudent 

contemptible  just  judicious  despicable  careless 

"(c)  Draw  a  line  under  the  three  of  the  following  words  which  you 
think  best  describe  the  action  of  the  jury  in  acquitting  Zenger: 

unfair  just  timid  traitorous  free 

despicable  submissive  cautious  independent  ignoble" 

Character  judging  scale  L  contains  10  long  questions,  including  subheads. 

A  manual  by  the  author  gives  complete  information  for  giving  and 
scoring   the   test   and   standards. 

These  scales  seem  to  be  by  far  the  most  promising  of  the  history  tests. 
Their  greatest  drawback  seems  to  be  their  expense  in  time  and  money,  but 
the  advantage  gained  will  probably  far  more  than  offset  this   factor. 

Address:  Bureau  of  Publications,  Teachers'  College,  Columbia  Uni- 
versity, New  York. 

Van  Wagenen,  M.  J. — Historical  Information  and  Judgment  in  Pupils 
in  the  Elementary  School.  Bureau  of  Publications,  Teachers'  College,  Columbia 
University,  New  York. 

THE  GOODMAN  AND  SACKETT  UNITED  STATES  HISTORY  TEST,  1920 
(University   of  Texas) 

This  series  contains  eight  tests  with  subheads.  These  tests  arc:  dates- 
events,  events-dates,  names-events,  events-names,  result-events,  causes- 
events,  the  selection  from  a  list  of  events,  those  occurring  between  certain 
dates,  and  the  writing  of  a  paragraph  of  about  one  hundred  words  on  one  of 
a    list   of   four   topics. 

The  test  is  as  yet  incomplete.  Directions  for  giving  and  scoring  the  test 
and  standards  are  available. 

Address:  Goodman,  H.  H.,  and  Sackett,  L.  W. — University  of  Texas, 
Austin,  Texas. 

THE  DAVIS  TESTS  IN  UNITED  STATES  HISTORY— COLONIAL  PERIOD 

(University  of  Pittsburgh) 

This  test,  based  upon  the  results  of  Bagley's  study  of  elementary  histories, 
is  still  in  preparation. 

Address:  S.  B.  Davis,  University  of  Pittsburgh,  Pittsburgh,  Pennsylvania. 

THE  HAHN  HISTORY  SCALE  FOR   GRADES  7  AND  8 
(State   Normal,   Wayne,   Nebraska) 
This  scale  is  still  in  preparation. 
Address:   H.  H.  Hahn,  Wayne  State  Normal   School,  Wayne,    Nebraska, 

THE  BUCKINGHAM   HISTORY   TEST   FOR   GRADES   7   AND   8 

(University  of  Illinois) 
This   test   is   in   press   at   the   present   time. 

Address:  B.  R.  Buckingham,  Bureau  of  Educational  Research,  University 
of  Illinois,  Urbana,  Illinois. 

GENERAL   BIBLIOGRAPHY   ON   HISTORY   TESTS 

Foster,   H.   G. — Adequate   Tests   in   History.     Hist.    Teachers'    Mag.    5:    April, 

1914,    116-123. 
Morehouse,  F.  M. — Testing  Results  in  History  Teaching.    Hist.  Teh.  Mag.  8: 

November,    1917,    301-305. 
Myers,  G.  C— Delayed  Recall  in  History.    Jr.  Ed.  Ps.  8:   May,   1917.  275-283. 
Rugg,  E.  U. — Character  and  Value  of  Standardized  Tests  in  History.    School 

Rev.  27:   December,  1919,  757-771. 

60 


X— PHYSICAL  EDUCATION 

*RAPEER  SCALE  FOR  MEASURING  RESULTS  OF  PHYSICAL 
EDUCATION,  1917 

This  scale  is  based  upon  a  study  of  some  thirty  different  types  of  phys- 
ical-efficiency measures  which  the  author  had  collected.  Instead  of  employing 
a  single  measure  as  an  index  of  all  desirable  changes,  the  author  has  devised 
a  five-fold  scale  or  score-card  for  measuring  some  of  the  principal  results 
of  physical  education,  "selected  and  built  up  from  the  many  already  in- 
vented." This  scale  includes  the  one  devised  by  Dr.  W.  L.  Foster  and  reported 
in  the  American  Physical  Education  Review  for  December,  1914;  the  norms 
for  height,  weight  and  breathing  capacity  proposed  by  B.  T.  Baldwin  in  the 
Fifteenth  Yearbook  of  the  National  -Society  for  the  Study  of  Education,  Part 
I  (individual  score  cards  obtainable  from  B.  T.  Baldwin,  University  of  Iowa, 
Iowa  City)  ;  and  Stecher's  Physical  Ability  Scale,  in  his  Educational  Gym- 
nastics, J.  J.  McVey  Co.,  Philadelphia. 

The  different  divisions   of  the  scale  are   reproduced  below. 

I.  Health  Scale    (Rapeer) total  points  25 

Count  off  four  points  for  each  serious  ailment  or  defect  reported 

during  the  school  year.   For  uncleanliness  reported,  count  off  one. 

II.  Physiological  Efficiency  Scale    (Foster's) total  points  15 

III.  Physical  Development  Scale    (Baldwin's) total  score  20 

IV.  Physical   Ability    Scale    (Stecher's) total  score  25 

V.  Mental  Qualities  Scale    (Rapeer's) total  score  15 

This-  test  includes  ability  to  co-operate,  qualities  of  leadership  displayed, 
willingness  to  practice  good  posture,  good  hygiene  and  good,  clean  living, 
knowledge  of  physical  education,  etc.  The  points  in  Scale  V  are  distributed 
somewhat  according  to   the   normal  probability  curve. 

Directions  for  giving  and  scoring  the  tests  are  given  in  the  reference 
below. 

Address:   L.  W.  Rapeer,  1719  H  Street,  N.  W.,  Washington,  D.  C. 

Reference:  Rapeer,  L.  W. — Minimal  Essentials  of  Physical  Education,  and 
a  Scale  for  Measuring  Results  of  Physical  Education.  Sixteenth  Yearbook  of 
National  Society,  1917,  Public  School  Publishing  Co.,  Bloomington,  111. 

XI— SUPERVISORY  TESTS 

*C0URTIS    SUPERVISORY    TESTS,    1918 
(Bureau  of  Research,  Detroit) 

These  are  intended  as  research  tests  for  teachers  and  supervisors  inter- 
ested in  bringing  children  of  different  classes  up  to  the  standard  for  the  grade. 
"They  are  diagnostic  in  that  they  classify  the  children  on  the  basis  of  their 
needs  for  special  attention.  Provision  is  made  for  keeping  a  continuous 
record  of  each  individual  throughout  his  school  life.  They  are  really  a  con- 
tinuous survey  and  a  means  of  supervisory  control."  These  tests  are  generally 
briefer  than  the  regular  research  tests  by  Courtis. 

Tests  are  furnished  for  arithmetic,  composition,  geography,  writing  and 
spelling.  Graph  sheets  are  supplied  for  plotting  the  results  of  the  class.  The 
scoring  is  done  in  such  a  way  that  a  class,  every  member  of  which  is  up  to 
standard,  will  have  a  score  of  1,000  points.  Class  record  cards  and  individual 
record  cards  and  class  record  sheets  are  furnished  for  each  of  the  tests  and 
are  printed  in  different  colors  so  that  the  cards  and  blanks  belonging  to  a 
certain   test   can   easily  be  distinguished. 

These  tests  are  different  from  any  other  tests  available.  They  fulfill  the 
need  of  supplying  the  superintendent  with  diagnostic  material  for  all  of 
the  pupils  in  school  in  nearly  all  of  the  important  elementary  school  sub- 
jects. These  are  kept  on  file  for  reference  at  any  time.  The  superintendent 
has  in  his  hand  information  regarding  each  class  and  every  individual  pupil 

61 


in  the  school  system.  The  tests  include  an  instruction  bulletin  of  52  pages, 
and  a   folder  of  general  information   regarding  the   tests. 

These   tests   are   especially   useful   to   superintendents. 

Address:   S.  A.  Courtis,  82  Eliot  Street,  Detroit,  Michigan. 

Reference:  Courtis,  S.  A. — Standard  Supervisory  Tests,  Folder  1918-19, 
82  Eliot  Street,  Detroit. 

XII— CITIZENSHIP 

*UPTON  AND   CHASSELL   SCALE  FOR  MEASURING  HABITS   OF   GOOD 

CITIZENSHIP,  1919 
(Teachers'   College,   Columbia   University) 

This  test  is  being  prepared  as  eight  separate  scales  with  scoring  device. 
A  part  of  the  test  consists  of  a  list  of  over  175  common  acts  of  school  chil- 
dren which  have  been  rated  on  a  scale  of  1  to  10  according  to  the  combined 
judgments  of  more  than  70  competent  judges. 

The  preliminary  discussion  of  this  scale  is  published  in  the  Teachers' 
College  Record,  January,  1919. 

Address:  Bureau  of  Publications,  Teachers'  College,  Columbia  University, 
New   York. 

Reference:  Upton,  Mrs.,  and  Chassell,  Clara  F.— Monograph  (new  edition 
being   prepared.) 

XIII— MUSIC 

*THE  SEASHORE  TESTS  OF  MUSICAL  TALENT,  1919 
(University  of  Iowa) 

This  is  a  very  elaborate  method  of  testing  musical  talent.  A  complete 
test  requires  three  days  and  proper  laboratory  equipment.  An  abbreviated 
form  of  the  test  is  possible,  however,  by  means  of  the  phonograph.  Seashore 
has  put  on  the  market  disc  records  which  test  live  phases  of  musical  ability — 
pitch,  intensity,  rhythm,  consonants  and  dissonants  and  musical  memory. 

The  method  may  be  indicated  by  a  description  of  the  test  for  pitch. 
Ten  series  of  ten  groups  of  tones  in  a  series  constitute  the  test  for  pitch. 
Each  group  of  the  series  consists  of  two  tones.  The  subject  decides  and  records 
by  abbreviation,  1  or  h,  on  a  record  blank  provided  for  the  purpose  whether 
the  second  note  is  lower  or  higher  than  the  first  note.  In  each  successive 
series  the  difference  in  pitch  is  progressively  less  up  to  a  certain  point,  so 
that  it  becomes  very  difficult  to  decide  concerning  the  pitch  of  the  tone.  After 
that  point  the  difference  in  pitch  is  progressively  greater,  so  that  the  subject 
is  tested  twice  for  each  degree  of  difference. 

At  the  end  of  the  test  the  correct  letters  are  read  off  from  a  score  card 
so  that  the  pupils  can  check  their  incorrect  responses.  This  gives  the  per 
cent  of  correct  responses  on  the  test.  A  table  is  given,  by  means  of  which 
the  percentile  rank  can  be  determined.  This  is  done  for  each  test  separately, 
and  the  graph  is  constructed  for  the  pupil's  performance  on  the  complete 
test.  The  test  may  be  given  to  a  large  number  of  pupils  at  once.  The  author 
suggests  that  it  should  be  given  at  least  twice  during  the  elementary  school 
period. 

Address:  E.  E.  Seashore,  University  of -Iowa,  Iowa  City,  Iowa.  Also: 
The   Columbia   Graphophone   Co.,   New   York. 

References:     Seashore — Musical   Talent,   Macmillan   and   Co. 

Seashore — Musical  Talent  Chart,  University  of  Iowa,  Iowa  City,  Iowa. 

Seashore — Manual  of  Instructions  and  Interpretation  for  Measures  of 
Musical  Talent.    Columbia  Graphophone   Co.,  New  York. 

GENERAL   BIBLOGRAPHY   ON   MUSIC   TESTS 

Baldwin,   R. — Efficiency    in    School   Music,    Teaching   and    Practical    Tests    of 
Same.    Jr.  of  Proc.  Music  Supervisors  National  Conf.   1914,  43-50. 

62 


Bingham,  W.  V. — Some  Psychological  Aspects  of  Public  School  Music  Instruc- 
tion.   Proc.  Music   Superv.   National  Conf.   1916:    97-102. 

Gaw,  E.  A.— Music  Tests,  Iowa  Alumnus  16:  May,  1919,  248-250. 

Seashore,  in  Eighteenth  Yearbook  National  Society,  Pt.  II,  pp.  123,  Bloom - 
ington,   111.    (Publ.   School   Publ.   Co.) 

Seashore,  in  University  of  Iowa  Studies  in  Psychology  No.  7,  pp.  163,  Psych. 
Mon.  25,  No.  2,   1918. 

XIV— VOCATIONAL  EDUCATION 

LEAVITT   PRELIMINARY   TEST   FOR   MANUAL   ARTS,    1919 
This   is    intended   by   the   author   merely   as   a   preliminary    test,    and   is 

probably  not  yet  in  its  final  form. 

Address:  F.  M.  Leavitt,  Department  of  Vocational  Education,  Pittsburgh, 

Pennsylvania. 

Reference:    Leavitt,   F.   M. — Standardized   Measurements   in   the   Field   of 

Industrial  Arts.   Indus.  Arts  Mag.  8:  April,  1919,  132-138. 

WARDNER  TEST   FOR   KNOWLEDGE   OF  TOOLS,   1919 
This   test   requires  the   identification   of  a  large   number  of  tools.    It   is 

based  upon  the  Army  Trade  Tests. 

Address:    C.   A.    Wardner,    Springfield,   Vermont. 

Reference:  Wardner,  C.  A. — Applying  the  Army  Trade  Tests  to  Vocational 

Schools.     Indus.    Arts   Mag.   8:    October,    1919,   402-403. 

XV— RELIGIOUS  GROWTH 

*THE  HARTSHORNE  SCALE  FOR  MEASURING  GROWTH  IN  RELIGION, 

1919 
(Union  Theological  Seminary) 
The  author  is  of  the  opinion  that  "religious  capacity  is  evinced  in  propor- 
tion as  a  person  succeeds  in  getting  his  life  organized  in  terms  of  some  valued 
end  or  consequence  toward  which  he  is  working  with  all  his  might."  In  order 
to  find  himself  in  this  extended  life  he  must  "be  able  to  visualize  the  end 
he  seeks  and  to  devise  means  to  carry  him   thither." 

A  preliminary  analysis  of  factors  which  are  of  importance  in  measuring 
capacity  for  and  growth  in  religion  is   included  in  the  study. 

The  author's  classification  of  the  most  important  matters  to  be  tested 
is  reproduced  here. 

I.  The  child's  practice.    The  account  of  this  practice  in  terms  of  religious 
functioning. 

II.  Factors    involved    in   religious    functioning: 

1.  Responses  to   foreseen  social  consequences.  • 

A.  Are   social  consequences    foreseen  ? 

B.  What  is  the  response?    Is  it  socialized? 

2.  Self-organization. 

A.  What  purposes  are  formed? 

B.  Are  they  effective  ?    To  what  extent  do  they  control  conduct  ? 

3.  Ideas  and  ideals. 

4.  Valuations,   attitudes,   appreciations,   motives. 

The  test  suggested  for  I,  The  Child's  Practice,  is  the  Upton  and  Chassel 
Scale  for  Measuring  Habits  of  Good  Citizenship.  This  scale  comprises  a  list 
of  common  acts  of  children  which  have  been  evaluated  by  more  than  seventy 
judges  and  arranged  on  a  scale  of  1  to  10  according  to  their  contribution 
to  democratic  school  citizenship. 

Several  tests  are  suggested  for  II,  Factors  involved  in  Religious  Function- 
ing.   For  1  the  author  attempted  to  find  a  test  which  was  both  an  intelligence 

63 


test  and  a  test  of  religious  development.  For  this  purpose  Mr.  John  Lacy's 
test  was  chosen,  an  opposite  test  consisting  of  two  lists  of  50  words  each, 
selected   from  lists  of  moral  traits. 

For  judging  character  (2),  Scott's  plan  of  judging  personnel  is  used.  Char- 
acter is  taken  to  mean  "steady  devotion  to  a  cause  or  social  ideal."  A  score 
card  is  prepared  by  assigning  a  score  of  10  to  the  child  of  the  teacher's, 
acquaintance  who  has  the  best  developed  character,  and  a  score  of  1  to  the  child 
who  is  "least  socially  developed  in  character."  The  children  are  then  rated, 
boys  and  girls  separately,  on  a  scale  of  1  to  10,  with  these  children  represent- 
ing the  upper  and  lower  limits  of  the  scale. 

For  judging  ideas  and  ideals  (3),  the  motives  given  in  answer  to  the 
following  questions  are  compared:  "What  are  you  going  to  do  when  you  are 
grown  up?  Why?"  The  answers  implying  social  motives  and  purposes  are 
accorded  the  highest  rank,  those  implying  selfish  purposes,  the  lowest. 

"The  ability  to  discriminate  among  possible  ways  of  behaving"  (4)  can  be 
shown  by  giving  the  child  a  situation  in  the  form  of  a  printed  story,  and  a 
series  of  cards  on  which  are  listed  several  possible  solutions.  The  child  is 
asked  to  arrange  these   in  the  order  of  their  value. 

Another  means  of  testing  the  same  abilities  is  to  arrange  from  the  list 
of  acts  in  the  Upton  and  Chassell  Scale  five  groups  of  ten  each,  ranging  in 
value  from  1  to  10  as  estimated  by  the  combined  judgments  of  seventy-odd 
judges.  The  child  is  asked  to  "arrange  these  things  children  do  in  the  order  of 
their  importance." 

This,  scale  is  yet  in  the  preliminary  stage,  but  it  is  already  of  use,  since 
it  contains  helpful  a-nd  definite  suggestions  for  more  accurate  judgment  of 
religious   growth. 

Address:  Dr.  Hugh  Hartshorne,  Union  Theological  Seminary,  New  York 
City. 

Reference:  Hartshorne,  H. — Measurements  of  Growth  in  Religion.  Re- 
ligious  Education   14:    June,   1919,   148-155. 

XVI— SEWING 

THE  MURDOCH  SEWING  SCALE,   1919 
(Teachers'  College,  Columbia  University) 

This  scale  consists  of  15  graded  charts,  which  sell  for  the  price  of  $1.00. 
At  the  time  of  this  writing  it  has  not  yet  been  possible  to  procure  a  copy 
of  the  charts  and  the  book  from  the  publishers,  and  consequently  a  discussion 
of  the  scale  is  omitted  here. 

Address:  Bureau  of  Publications,  Teachers'  College,. Columbia  University, 
New  York  City. 

Reference:  Murdoch,  Katharine — The  Measurement  of  Certain  Elements 
of  Hand  Sewing.  Columbia  Contributions  to  Education,  No.  103.  Teachers 
Coyege,   Columbia   University,   New   York,    1919,    pp.    120. 

SOME    OF    THE   PRINCIPAL    SCHOOL    SURVEYS    EMPLOYING    STAND- 
ARDIZED EDUCATIONAL  TESTS  AND  MEASUREMENTS 
Following  the  name  of  each  survey   is  a  list  of  the  tests  used. 
Butte   School  Survey,    1914.    Address:    Board  of   School   Trustees,   Butte, 
Montana. 

1.  Ayres   Spelling   Scale. 

2.  Hillegas  Composition  Scale. 

3.  Courtis  Standard  Research  Tests  in  Arithmetic,  Series  B. 

4.  Stone  Reasoning  Test  in  Arithmetic. 

The  Survey  of  the  Public  Schools  of  Springfield,  Illinois,  1914. 
Address:    Leonard   P.   Ayres,  Russell   Sage   Foundation,   New   York. 

1.  Ayres   Spelling   Scale. 

2.  Ayres  Handwriting  Scale,  Three  Slant  Edition. 

64 


3.  Stone  Reasoning  Test  in  Arithmetic. 

4.  Ayres  Arithmetic  Fundamentals  (these  tests  have  since  been 
abandoned  in  favor  of  the  Courtis  Tests,  Series  B,  to  which  they 
were   similar). 

The  Salt  Lake  City  Survey. 

Address:   School  Survey  Committee,  Salt  Lake  City,  Utah. 

1.  Ayres   Spelling   Scale. 

2.  Thorndike    Handwriting   Scale. 

3.  Courtis  Arithmetic  Tests,  Series  B. 

4.  Hillegas  Composition  Scale. 

5.  Kansas    Silent   Reading   Test. 

The  Denver  School  Survey,  1916.  Address:  The  School  Survey  Committee, 
Denver,  Colorado. 

1.  Willing  Composition  Scale. 

2.  Ayres   Handwriting   Scale. 

Cleveland  Educational  Survey,  1916.  Address:  Leonard  P.  Ayres,  Russell 
Sage  Foundation,  New  York  City.  The  volume  describing  the  Educational 
Tests  and  Measurements  is  Judd's  Measuring  the  Work  of  the  Public 
Schools. 

1.  Ayres  Handwriting  Scale,  Gettysburg  Edition. 

2.  Ayres  Spelling  Scale. 

3.  Cleveland  Survey  Arithmetic  Tests. 

4.  Gray  Test  of  Silent  Reading. 

5.  Gray  Uniform  Test  in  Oral  Reading. 

School  Survey  of  Grand  Rapids,  Michigan,  1916.  Address:  School  Board, 
Grand  Rapids,  Michigan. 

1.  Gray  Test  of  Oral  Reading. 

2.  Gray  Test  of  Silent  Reading. 

3.  Willing  Composition   Scale. 

4.  Cleveland  Survey  Arithmetic  Tests. 

5.  Ayres   Handwriting   Scale. 

A  Self-Survey  of  the  Sterling  Public  Schools,  1917.  Address:  Colorado 
State  Teachers  College,  Greeley,  Colorado. 

1.  Courtis   Arithmetic   Tests,   Series   B. 

2.  Starch  Arithmetic  Scale  A. 

3.  Gray   Standardized  Reading   Paragraphs    (oral   reading). 

4.  Kansas   Silent   Reading   Test. 

5.  Ayres   Spelling   Scale    (Courtis   Standard   Tests   in  Spelling). 

6.  Thorndike  Writing  Scale. 

Educational  Survey  of  the  Public  Schools  of  Brookline,  Mass.,  1917. 
Address:  School  Committee,  Brookline,  Mass. 

1.  Courtis  Tests  in  Arithmetic,  Series  B. 

2.  Stone   Reasoning   Test. 

3.  Ayres    Spelling    Scale. 

4.  Boston  Spelling  List. 

5.  Holmes   Test   for   Speed   in   Handwriting. 

6.  Holmes  Test  for  Quality  of  Handwriting. 

7.  Holmes  Test  for  Speed  of  Silent  Reading. 

8.  Holmes    Test    for   Quality    of   Reproduction. 

9.  Harvard-Newton    Composition    Scales. 

The  Idaho  Springs  Survey,  1918.   Address:  University  of  Colorado,  Boulder. 

1.  Monroe    Standardized    Silent    Reading    Tests. 

2.  Gray   Standardized   Silent   Reading   Test. 

-  3.  Thorndike  Reading  Scale,  Visual  Vocabulary. 

65 


4.  Woody  Arithmetic  Scale,  Series  B. 

5.  Courtis  Standard  Arithmetic  Tests,  Series  B. 

6.  Clapp  Standard  School  Tests,  Upper  Arithmetic. 

7.  Ayres   Measuring   Scale   for   Ability    in   Spelling. 

8.  Ayres  Measuring  Scale  for  Ability  in  Handwriting. 

9.  Clapp  Standard  School  Tests:    Correct   English. 

10.  Nassau  County  Supplement  to  the  Hillegas  Scale  for  the  Measur- 
ing of  Quality   in  English   Composition. 

The  St.  Louis  School  Survey,  1918.  Address:  World  Book  Company, 
Yonkers,  New  York. 

1.  Gray  Oral  Reading  Test. 

2.  Gray  Silent  Reading  Test. 

3.  Cleveland  Survey  Arithmetic  Tests. 

4.  Freeman  Handwriting  Scale. 

Theisen— The  Use  of  Stone  Standard  Tests  in  Wisconsin,  1918.  Address: 
W.  W.  Theisen,  Supervisor  of  Educational  Measurements,  State  of  Wis- 
consin, Madison. 

1.  Ayres  Spelling  Scale. 

2.  Woody  Arithmetic  Scales,  Series  A. 

3.  Thorndike  Handwriting  Scale. 

4.  Hillegas   Scale    for   Measuring   Quality    in    English   Composition. 

5.  Trabue  Nassau   County   Supplement  to   the  Hillegas   Scale. 

6.  Kansas  Silent  Reading  Test. 

The  Educational  Survey  of  Janesville,  Wis.,  1918.  Address:  W.  W.  Theisen, 
State  Department  of  Public  Instruction,  Madison,  Wis. 

1.  Woody  Arithmetic  Scales,  Series  A. 

2.  Stone  Reasoning  Test  in  Arithmetic. 

3.  Kansas   Silent   Reading   Tests. 

4.  Ayres  Spelling  Scale. 

5.  Buckingham   Spelling  Scale. 

6.  Thorndike  Handwriting  Scale. 

7.  The  Hillegas,  Thorndike  and  Nassau  County  Composition  Scales. 

Report  of  a  Survey  of  Public.  Education  in  Nassau  County,  New  York, 
1918.   Address:  The  University  of  the  State  of  New  York,  Albany,  N.  Y. 

1.  Hillegas  Composition  Scale. 

2.  Nassau  County  Supplement  to  the  Hillegas  Scale  for  the  Measure- 
ment of  Quality  in  English  Composition. 

3.  Thorndike  Scale  Alpha  for  Measuring  the  Understanding  of  Sen- 
tences. 

4.  Thorndike  Reading  Scale  A:   Visual  Vocabulary. 

5.  Trabue  Language  Scales  C  and  L. 

6.  The  Woody  Arithmetic  Scales,  Series  A. 

7.  The  Courtis  Standard  Arithmetic  Tests,  Series  B. 

8.  Stone  Test  in  Arithmetic  Reasoning. 

9.  Thorndike  Handwriting  Scale. 
10.  Ayres  Spelling  Scale. 

Survey  of  the  Gary  Schools,  1919.  Address:  General  Education  Board, 
61  Broadway,  New  York  City. 

1.  Ayres  Handwriting  Scale,  Three  Slant  Edition. 

2.  Cleveland  Free  Choice  WTriting  Test  (see  Cleveland  Survey). 

3.  Courtis  Dictation  Test  and  Composition  Test. 

4.  Ayres  Spelling  Scale. 

5.  Misspelled  Words  in  Compositions   (Courtis). 

6.  Courtis   Arithmetic   Tests,   Series   B.  ^ 

7.  Cleveland  Survey  Tests  in  Arithmetic. 

8.  Hillegas  Composition  Scale. 


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